National Learning Competencies to Support Excellence in CEhp
|
|
- Norma Nicholson
- 6 years ago
- Views:
Transcription
1 National Learning Competencies to Support Excellence in CEhp Executive Summary Background In 2011, the Alliance for Continuing Medical Education took steps to respond to the environmental changes in health care and demands for health care team-based education and processes. A strategic plan and name change positioned the Alliance for Continuing Education in the Health Professions (Alliance for CEhp) to align the organization, along with its services and programming, with the needs and expectations of the health care team to maintain competence and improve patient care. Following its strategic plan, the Alliance for CEhp began a process to revise its 2003 Competencies for CME Professionals. The 2003 Competencies described skills needed in the field of Continuing Medical Education (CME). The Alliance s plan to update its competencies was designed to ensure that they reflected abilities that would help educators in the health professions succeed today and in the future. Once outlined, the updated Competencies would help articulate the transformation that has occurred with the role of educators in the health professions where the focus is on learning and change along with performance and quality improvement. Process The Alliance s Professional Development Committee (PDC) convened an interprofessional volunteer workgroup to lead the process of reviewing and revising the Competencies. Subject matter experts from multiple disciplines and organizational types within the field of CEhp reviewed each Competency Area. Stakeholder groups such as the American Nurses Credentialing Center (ANCC) and Accreditation Council for Pharmacy Education (ACPE) reviewed the proposed revisions to ensure that interprofessional knowledge and skills were included in the Competencies. In early 2013, a questionnaire was distributed to CEhp practitioners to help validate the Alliance for CEhp Competencies and that revisions articulated the skills needed to support effective and quality CEhp programs. Results The Alliance for CEhp s National Learning Competencies are unique in the field of continuing education in the health professions as a comprehensive compendium of CEhp practitioner abilities. Drawing upon the Dreyfus Model of Skill Acquisition i, the Alliance s National Learning Competencies provide a staged approach to the development of proficiency and expertise in the field. The eight Competency Areas represent different yet interconnected components of CEhp that, taken together, form the foundation for excellence in the field.
2 The National Learning Competencies are designed to describe the abilities needed for success and to outline a professional development pathway for CEhp practitioners. Self-assessment and monitoring of performance in each area will support CEhp practitioners lifelong learning journeys. The Competencies also provide a framework for position descriptions, performance expectations, and career growth. CEhp practitioners can look to the Alliance for CEhp s National Learning Competencies to guide their own performance, professional development, and career aspirations. Summary of the National Learning Competencies Competency Area CEhp Practitioners should be able to Area 1 Using Adult & Organizational Learning Principles Use evidenced-based adult and organizational learning principles to improve the performance of health care professionals, the health care team, and the organizations in which they work, in order to improve patient outcomes. Area 2 Designing Educational Interventions Implement and improve independent, fair, balanced, and evidence-based educational interventions that produce expected results for learners and the organizations in which they work. Area 3 Area 4 Area 5 Measuring the Effectiveness of CEhp Activities and the Impact of Overall CEhp Program Collaborating and Partnering with Stakeholders Managing and Administering the CEhp Program Use data to evaluate the effectiveness of CEhp activities/interventions and the impact of the overall CEhp program. Collaborate and partner with stakeholders to help meet the CEhp mission. Manage and administer the CEhp office operations to meet personnel, financial, legal, logistical, accreditation, CE credit, and/or regulatory standards Area 6 Leading the CEhp Program Provide leadership for the CEhp program. Area 7 Engaging in self-assessment and lifelong learning Continually assess individual performance and CEhp program effectiveness and make improvements through relevant learning experiences. Area 8 Engaging in Systems Thinking in CEhp Approach the practice of CEhp from a system-thinking perspective, recognizing that a team of health care professionals that are part of a complex health care system delivers patient care. 2
3 Environmental Issues Driving the Evolution of CEhp Beginning over a decade ago, multiple reports were published that identified the need to improve the quality of health care in the United States. ii, iii, iv, v. Since that time, organizations throughout the health care and health care provider education systems have been working to develop strategies to improve provider competence, health care system performance and overall patient care vi, vii, viii, ix, x, xi. This work has resulted in what has become known as the triple aim of health care. These aims reflect the need for better health, better health care, and lower health care costs. Health care legislation and changes in health care reimbursement reinforce these aims. Today s practice environment one that demands both high quality and efficient health care looks far different than decades ago. In addition to technological innovation, patient care is now expected to be more team-based. Today s health care team can include physicians, pharmacists, nurse practitioners, physician assistants, nurses, social workers, dieticians, as well as other allied health professionals working with patients and their families. A health care team works to provide integrated care that is patient-centered, requiring the team to work together to deliver coordinated, deliberate and thoughtful patient care. Although these teams work together to deliver care, licensing and certification processes for health care professionals are at the individual practitioner level. At this level, the focus is on assessment of knowledge and skills by each of the health care professions standards for education and practice. Each profession has certifications and processes to identify when an individual health care practitioner meets specific standards for performance and has the requisite knowledge and skill sets needed for competent performance. Health care professionals ability to achieve specified Competencies is verified through licensing and certification. The use of competencies for health care professionals is evolving into the gold standard for ensuring public trust and expectations for quality care. In light of the national studies mentioned above, the need for performance improvement-based education to support professional competencies has become increasingly important to addressing health care s triple aims. Emergence of a Profession: CEhp As health care and health care delivery shifts to a focus on outcomes and quality, there is more pressure on providers to learn new practice skills that impact the outcomes for patients. These skills are being tied to professional credentials, reimbursement, and accreditation of health care institutions. Systems of continuing education accreditation have changed to reflect the new health care environment. New continuing education accreditation requirements, as illustrated by the ACCME Criteria, require CE providers to have a much more in-depth understanding of adult learning, quality improvement, and outcomes assessment than has ever been true in the past. Like health care providers, those professionals involved in continuing education for health care providers have, for many years, worked in their own professional silos. Practitioners working in Continuing Medical Education, Nurse Professional Development, and Continuing Pharmacy Education, for example, worked to meet requirements of different credit systems and accrediting bodies. Although the procedures used to develop education for each discipline were disconnected from one another, the educational principles behind the processes were the same. 3
4 All of the educators involved were working to address gaps in health care by facilitating opportunities for learning and addressing systems issues that can impede improvements. All of these educators were working to design educational interventions that would have an impact on health care professionals knowledge or ability to ultimately help them improve their performance using adult learning and change models that are applicable across professions xii, xiii, xiv, xv Assessment of learning and change were standard components of this design. The push for team-based care has created a demand for changes in corresponding education systems that need to modified to teach and support new skills for the development of interprofessional teams and changing models of care delivery. Interprofessional Education at all levels undergraduate, graduate, and post-graduate professional development is receiving more attention and recognition. Students and practitioners are learning principles of quality improvement, coordinated care, and outcomes-focused care. Individual practitioners, or individual professions, practicing in isolation, cannot accomplish these goals. Developing interprofessional continuing education presents a new set of challenges and the need for new skills for educators. As educators from different professions come together, they are noting their similarities, and well as their unique skills. As health care professionals understand the value of learning together, so too have the educators embraced the value of sharing resources, working together to address common problems, breaking down barriers, eliminating redundancies, and creating efficiencies in the system. When the aspiration is to help a health care professional learn and change to improve patient care, common goals can lead to complimentary and collective processes, cooperative procedures, shared strategies and interprofessional and systems-based interventions. Facilitating lifelong learning for physicians, nurses, pharmacists, nurse practitioners, and other allied health care workers has become a profession of its own. Continuing Education in the Health Professionals is a unique field critical to today s health care system and the expectations of the system. CEhp practitioners, who work everyday to help improve health care professionals performance, have a skill set of their own that enables them to facilitate learning, change, and improvement. CEhp practitioners competencies include creating, implementing and evaluating quality continuing education that is linked to performance improvement. These CEhp Practitioner Competencies complement those that groups like the IOM, ACGME, ABMS, and ANCC have outlined for health care professionals. When CEhp Practitioners successfully achieve their own competencies, they can more fully support lifelong learning and performance improvement the health care professionals. Competencies for CEhp Practitioners Background of Competencies In 2003, the Alliance for Continuing Medical Education (what was formerly the name of the Alliance for CEhp) adopted a set of competencies for CME professionals. Over time, the set of eight Competency areas came to include 48 specific competencies with numerous KSAs (knowledge, skills, and attitude) related to each competency. These competencies helped to define the profession along with the attributes of CME professionals. In 2011, the Alliance for Continuing Medical Education took steps to respond to the environmental changes in health care and demands for health care team-based education and processes. A strategic plan and name change positioned the Alliance for CEhp to align the 4
5 organization, along with its products and programming, with the needs and expectations of the health care team to maintain competence and improve patient care. Following its strategic plan, the Alliance began a process to revise its 2003 Competencies for CME Professionals. The 2003 Competencies described skills needed in the field of Continuing Medical Education (CME). The Alliance s plan to update its competencies was designed to ensure that the Competencies reflected abilities that would help educators in the health professions succeed today and in the future. Once outlined, the updated competencies will help articulate the transformation that has occurred with the role of educators in the health professions where the focus is on learning and change along with performance and quality improvement. Process to Modify and Update Competencies The Alliance utilized a modified Delphi method to revise its 2003 Competencies. The Alliance s Professional Development Committee (PDC) convened an interprofessional volunteer workgroup to lead the process, staffed by Mary Martin Lowe, PhD, Education Advisor to the Alliance. The Competency Workgroup members, chosen for their expertise and leadership in their disciplines, were: Billie Dalrymple (Chair) Pam Dickerson, PhD, RN-BC Pam McFadden Karen Overstreet, EdD, RPh, FACME, CCMEP Brooke Taylor, MPH, CCMEP Tim Welty, PharmD FCCP BCPS Subject matter experts (SMEs) from multiple disciplines and organizational types within the field of CEhp were then identified based on their expertise and assigned to a SME group for one Competency Area. Each of the eight SME groups reviewed its assigned Competency Area and corresponding Competencies. SMEs were asked to provide their feedback on the following areas: 1. The applicability of the Competency Area and each Competency to today s CEhp Professional. 2. The need to delete or add Competencies based on changes in the field or overall work environment. 3. The need to and appropriateness of modifying physicians and CME specific language in the Competencies to broader fields of health care professionals and CEhp SMEs completed online surveys, completed forms, and engaged in conference call discussions to review and discuss results as well as review proposed revised Competencies. As SME work was occurring, the Alliance partnered with the AXDEV Group to develop a Competency Model that could be used with the Alliance s Revised Competencies. The intent of the Competency Model was to allow for an articulation of the ACEhp s Competencies at levels that would correspond with skill development, from novice to mastery. The Dreyfus Model of Skill Acquisition served as a reference and guide for the Alliance Competency Model. The Competency Workgroup built on the work of the SMEs to assist in the development of the Competency Model. Revised Competencies, based on feedback was SMEs, were applied in the Competency Model and a set of Draft Revised Competencies for CEhp Practitioners emerged. Stakeholder groups, including the ANCC and ACPE, were engaged in reviewing the Draft Revised Competencies. Both ANCC and ACPE affirmed that the Draft Revised Competencies 5
6 were relevant and applicable to educators in the disciplines of nurse professional development and continuing pharmacy education. The Alliance Board of Directors endorsed the Revised Competencies as relevant to CEhp professionals. Feedback from CEhp practitioners regarding the relevance of the Competencies to their positions and workplace was sought via survey. Field Survey In early 2013, a questionnaire was developed to help validate the Competencies developed by the Alliance for CEhp articulated the skills needed to support effective and high-quality quality CEhp programs. The Competency Workgroup agreed that individuals in the best positions to provide feedback on these points were CEhp practitioners. Using the Alliance s database, individuals, stratified by their stated occupational function received the survey if they (1) had a function of Manager or higher or (2) had a function lower than a Manager but were the only individual in the database from their organization. Individuals who were the only organizational representative were selected because they were believed to most likely be operating in oneperson CEhp offices, and would have some oversight of their CEhp Program. All individuals working for the same organization who had a function of manager or higher received this survey. There were a total of 2638 individuals who met the criteria to be included in the survey. However, 301 individuals were removed from the group because there were no addresses for them in the Alliance s database were selected to receive the field questionnaire. A total of 181 responses were received. The number of responses to individual items in the survey varied. Respondents were given each Competency Statement and asked questions related to the Competency s perceived value of the Competency. The first survey item was: In thinking about the skills needed to support a successful CEhp program, how important is it for CEhp practitioners to have the ability to <Competency Statement>. Response options were: Very Important (5), Important (4), Moderately Important (3), Of Little Importance (2) and Not at all Important (1). The overall average for all Competencies was 4.5. The range was 4.12 to The Competencies Workgroup believed that, based on these results, it was fair to conclude that all of the revised Competencies were perceived as Important and that no Competency should be deleted. In contrast to the first question that called for reflection of success of a CEhp program, in general, the second set of questions in they survey prompted respondents to reflect on their own CEhp program and consider, for each Competency: 1) How important is it to the success of your CEhp program to have staff proficient in the Competency? (Mean rating = 4.24) 2) Considering the collective work of all CEhp staff, with what frequency is the Competency applied in the implementation of your CEhp activities and the overall CEhp program? (Mean rating = 4.14) 3) How important is it that you and other CEhp staff have opportunities for professional development related to the Competency? (Mean rating = 4.06) 6
7 The results did not identify any of the competencies as being irrelevant, but several were noted to be used less frequently. Some Competencies would, but their nature, be applied more often than others. The value of proficient staff would be lower for some Competencies compared to others, because of the difference in how often such skills are applied. Affirmation and Adoption The workgroup concluded that the Revised Competencies were relevant to CEhp practitioners. They then reviewed feedback from stakeholders and respondents regarding specific edits or additions to better clarify the Competencies. The Alliance s Professional Development Committee affirmed the Workgroup s conclusions and recommended that the Alliance Board of Directors adopt the Competencies for CEhp Practitioners. In July 2013, the Alliance for Continuing Education in the Health Professions adopted the Competencies for Continuing Education Professionals. Next Steps There are several next steps for the Alliance s Revised Competencies for CEhp Practitioners. Uses of the competencies range from self-assessments and professional development pathways to job descriptions and performance reviews. CEhp practitioners in various organization types and practice settings can use the Competencies so that they can be even further tailored to specifics of the CEhp environment. Adoption of the Revised Competencies was an important milestone. It marks the beginning of how the Competencies can further transform and support the exciting and important field of Continuing Education in the Health Professions. i Dreyfus S, Dreyfus H. (1980). A five stage model of the mental activities involved in directed skill acquisition, Research Paper, California University Berkeley Operations Research Center, A ii IOM (Institute of Medicine) To err is human: Building a safer health system. Washington, DC: National Academy Press. iii IOM (Institute of Medicine). (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press. iv McGlynn, E. A., S. M. Asch, J. Adams, J. Keesey, J. Hicks, A. DeCristofaro, and E. A. Kerr The quality of health care delivered to adults in the United States. New England Journal of Medicine. 348(26): v IOM (Institute of Medicine). (2003). Keeping Patients Safe: Transforming the Work Environment of Nurses. Washington, DC: National Academy Press. vi American Board of Medical Specialties Maintenance of Certification Program vii Accreditation Council for Continuing Medical Education 2006 Updated Criteria viii American Medical Association s PI-CME Activity Format, approved in 2005 ix National Research Council. (2013). Interprofessional Education for Collaboration: Learning How to Improve Health from Interprofessional Models Across the Continuum of Education to Practice: Workshop Summary. Washington, DC: The National Academies Press. x National Research Council. (2010). Redesigning Continuing Education in the Health Professions. Washington, DC: The National Academies Press. xi Federation of State Medical Board s Maintenance of Licensure (MOL) Program xii Knowles, M.S. (1970). The Modern Practice of Adult Education: Androgogy Versus Pedagogy. New York: Cambridge Books. xiii Prochaska, J.O, & DiClemente, C.C. (1983) Stages and processes of self-change of smoking: toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, xiv Schon, D.A. (1983). The Reflective Practitioner: How professionals think in action. New York: Basic Books. xv Kolb, D. A. (1984). Experiential Learning: experience as the source of learning and development. New Jersey: Prentice-Hall. 7
DEFINING HIGH VALUE CONTINUING PROFESSIONAL DEVELOPMENT
DEFINING HIGH VALUE CONTINUING PROFESSIONAL DEVELOPMENT Ronald M. Cervero, PhD Uniformed Services University of the Health Sciences Exploring a Business Case for High-Value CPD A Workshop of the Global
More informationLearning Together to Practice Together
Learning Together to Practice Together Jann T. Balmer PHD RN Director, Continuing Medical Education University of Virginia School of Medicine Faculty Disclosure Conflict of Interest I (and/or my spouse/partner)
More informationEligibility Organizations are eligible to seek accreditation as a provider of continuing education for the healthcare
Joint Accreditation for the Provider of Continuing Education for the Healthcare Team Accreditation of Continuing Education Planned by the Team for the Team A joint initiative of ACCME, ACPE, and ANCC History
More informationREAD THE DIRECTIONS Save this application to your computer Complete the saved application
Meridian Health System CARE: Clinical Advancement and Recognition of Excellence Program READ THE DIRECTIONS Save this application to your computer Complete the saved application Directions for Portfolio
More informationMedical Education Across the Continuum: A Snapshot in Time
2014 MMS Annual Oration Medical Education Across the Continuum: A Snapshot in Time 2004-2014 Michele P Pugnaire MD Senior Associate Dean for Educational Affairs UMass Medical School Massachusetts Medical
More informationJoint Accreditation for Interprofessional Continuing Education
Joint Accreditation for Interprofessional Continuing Education Dimitra Travlos, PharmD Director, CPE Provider Accreditation Accreditation Council for Pharmacy Education (ACPE) Dion Richetti Vice President
More informationValidation of Education Activity Content. All departments developing and presenting continuing education programs certified for credit by LVHN.
Page: 1 of 5 I. PURPOSE To establish criteria, policy and process for the validation of the clinical content of Continuing Education activities in accordance with Accreditation Council for Continuing Medical
More informationThe Evolving Practice of Nursing Pamela S. Dickerson, PhD, RN-BC. PRN Continuing Education January-March, 2011
The Evolving Practice of Nursing Pamela S. Dickerson, PhD, RN-BC PRN Continuing Education January-March, 2011 Disclaimer/Disclosures Purpose: The purpose of this session is to enable the nurse to be proactive
More informationAccreditation Crosswalk
Mission statement and goals Goals and quality outcome measures related to the overall program of CE Accreditation Crosswalk ANCC ACCME ACPE Joint Accreditation The provider is required to identify quality
More informationLearning Objectives. Hospital Pharmacy in the 60 s 10/30/2015
Jean M Scholtz, PharmD, BCPS, FASHP Philadelphia College of Pharmacy/USciences October 30, 2015 j.scholtz@usciences.edu Learning Objectives Recognize individuals who were instrumental in building our current
More informationCombined BSN/MSN Nursing option, FlexPath option
Combined BSN/MSN Nursing option, FlexPath option Effective January 8, 2018 Combined BSN/MSN Nursing option, FlexPath option Learners will be awarded a bachelor s degree upon successful completion of all
More informationAlliance QIE Initiative
Alliance QIE Initiative QIE Background Material June 23, 2014 The QIE Initiative What is QIE? Incorporation of education tools and techniques into quality improvement activities across the healthcare-delivery
More informationCommittee on CME Accreditation. Accreditation Decision Report
Committee on CME Accreditation Accreditation Decision Report ACCREDITED PROVIDER DECISION DATE Check Box for Recommendations Suggestions Deficiencies Best Practice 2014 ACCME Criteria for Adopted by Illinois
More informationLICENSED VOCATIONAL NURSING
IMPERIAL COMMUNITY COLLEGE DISTRICT REVIEW OF CAREER TECHNICAL EDUCATION TRAINING PROGRAMS 2016 LICENSED VOCATIONAL NURSING I. Description The Vocational Nursing certificate is designed to provide the
More informationFlexPath Option Bachelor of Science in Nursing (BSN) Degree Program
FlexPath Option Bachelor of Science in Nursing (BSN) Degree Program Effective July 10, 2017 FlexPath Option Bachelor of Science in Nursing (BSN) Degree Program Capella University is one of the first institutions
More informationAbstract. Need Assessment Survey. Results of Survey. Abdulrazak Abyad Ninette Banday. Correspondence: Dr Abdulrazak Abyad
CME Needs Assessment: National ModeL - Nurses CME Abdulrazak Abyad Ninette Banday Correspondence: Dr Abdulrazak Abyad Email: aabyad@cyberia.net.lb Abstract This CME Needs Assessment paper was written to
More informationThe Role of Hospitals in Physician Development and Lifelong Learning
The Role of Hospitals in Physician Development and Lifelong Learning AHME Institute May 14, 2015 John R. Combes, MD Chief Medical Officer and Senior Vice President, American Hospital Association 2015 American
More informationCROSSWALK FOR AADE S DIABETES EDUCATION ACCREDITATION PROGRAM
Standard 1 Internal Structure: The provider(s) of DSME will document an organizational structure, mission statement, and goals. For those providers working within a larger organization, that organization
More informationTHE AMERICAN BOARD OF PATHOLOGY PATIENT SAFETY COURSE APPLICATION
THE AMERICAN BOARD OF PATHOLOGY PATIENT SAFETY COURSE APPLICATION Requirements: Component I Patient Safety Self-Assessment Program Programs must meet the following criteria to be an ABP approved Patient
More informationDeveloping the Leaders of Tomorrow. Joan M. Simon, MSA, BSN, RN, CENP, NEA-BC, FACHE
Developing the Leaders of Tomorrow Joan M. Simon, MSA, BSN, RN, CENP, NEA-BC, FACHE Agenda WHAT IS ALL THE FUSS ABOUT? LEADERSHIP SKILLS FOR 2020 AND BEYOND BUILDING & SUSTAINING HEALTHY WORK ENVIRONMENTS
More informationCE IN NURSING AND MEDICINE: WHAT DOES THE FUTURE LOOK LIKE? RECOMMENDATIONS FROM A MACY CONFERENCE ON LIFELONG LEARNING SPONSORED BY THE AACN & AAMC
CE IN NURSING AND MEDICINE: WHAT DOES THE FUTURE LOOK LIKE? RECOMMENDATIONS FROM A MACY CONFERENCE ON LIFELONG LEARNING SPONSORED BY THE AACN & AAMC January 13, 2010 2:00 3:00 PM ET Presenters Dave Davis,
More informationObjectives and Implementation Plan for a Managed Care Curriculum
Objectives and Implementation Plan for a Managed Care Curriculum Elizabeth Krajic Kachur, PhD;* Karen S. Edwards, MD. MPH;* Eliot Moshman, MD;** Barney D. Newman, MD;** Martin Klein, MPH;* Martha S. Grayson,
More informationDesign Principles for Learning and Caring in Patient-Centered Primary Care Homes
The H.R. Bob Brettell, MD, Memorial Lectureship January 29, 2013 Design Principles for Learning and Caring in Patient-Centered Primary Care Homes Judith L. Bowen, MD, FACP Professor of Medicine Oregon
More informationThe 2006 ACCME Updated Accreditation Criteria
The webinar will begin shortly. Please take a moment to answer the poll questions below. How many people are participating in this webinar at your location today? 1 2 3 4 5 6 7 8 or more Are you accredited
More informationStandards of Practice for Professional Ambulatory Care Nursing... 17
Table of Contents Scope and Standards Revision Team..................................................... 2 Introduction......................................................................... 5 Overview
More informationPrinciples of Interprofessional Practice & Education
Principles of Interprofessional Practice & Education Mary Grantner, MA, CHCP director Rush University Office of Interprofessional Continuing Education The course director, planners, and faculty of this
More informationNational Jewish Health Best Practices for Medication Reconciliation in a Respiratory Academic Medical Center
National Jewish Health Best Practices for Medication Reconciliation in a Respiratory Academic Medical Center Introduction/Background/History: Please include any relevant information that may be helpful
More informationNATIONAL STANDARDS, ESSENTIAL ELEMENTS AND INTERPRETIVE GUIDANCE
Standard 1. Organizational Structure The DSME entity will have documentation of its organizational structure, mission statement & goals and will recognize and support quality DSME as an integral component
More informationUNIVERSITY OF CALIFORNIA, IRVINE INTEGRATED UC IRVINE MEDICAL CENTER & SUE & BILL GROSS SCHOOL OF NURSING STRATEGIC PLAN
1 UNIVERSITY OF CALIFORNIA, IRVINE INTEGRATED UC IRVINE MEDICAL CENTER & SUE & BILL GROSS SCHOOL OF NURSING STRATEGIC PLAN Clinical Program Goals Revised 11/13/2017 2 CLINICAL PROGRAM GOALS Create a UCI
More informationPatient Safety Competency An Imperative for the Nursing Profession ( and everyone else in health care)
Patient Safety Competency An Imperative for the Nursing Profession ( and everyone else in health care) Diane C. Pinakiewicz, MBA President, National Patient Safety Foundation 2012 NCSBN Attorney / Investigator
More informationCopyright 2011 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited.
32 May 2011 Nursing Management Future of Nursing special Leadership at all levels By Tim Porter-O Grady, DM, EdD, ScD(h), FAAN This five-part editorial series examines the Institute of Medicine s (IOM)
More information2017 National Standards for Diabetes Self-Management Education and Support INTERPRETIVE GUIDANCE
2017 National Standards for Diabetes Self-Management Education and Support The provider(s) of DSMES services will define and document a mission statement and goals. The DSMES services are incorporated
More informationALABAMA BOARD OF NURSING ADMINISTRATIVE CODE CHAPTER 610 X 10 CONTINUING EDUCATION FOR LICENSURE TABLE OF CONTENTS
ALABAMA BOARD OF NURSING ADMINISTRATIVE CODE CHAPTER 610 X 10 CONTINUING EDUCATION FOR LICENSURE TABLE OF CONTENTS 610 X 10.01 610 X 10.02 610 X 10.03 610 X 10.04 610 X 10.05 610 X 10.06 610 X 10.07 Definitions
More informationREPORT OF THE SPECIAL COMMITTEE ON PHYSICIAN EXECUTIVES/ ADMINISTRATIVE LEADERS & CONTINUING CERTIFICATION
REPORT OF THE SPECIAL COMMITTEE ON PHYSICIAN EXECUTIVES/ ADMINISTRATIVE LEADERS & CONTINUING CERTIFICATION JUNE 2016 REPORT OF THE SPECIAL COMMITTEE ON PHYSICIAN EXECUTIVES/ADMINISTRATIVE LEADERS & CONTINUING
More informationNHS England (Wessex) Clinical Senate and Strategic Networks. Accountability and Governance Arrangements
NHS England (Wessex) Clinical Senate and Strategic Networks Accountability and Governance Arrangements Version 6.0 Document Location: This document is only valid on the day it was printed. Location/Path
More informationA Comparison of Nursing and Engineering Undergraduate Education
A Comparison of Nursing and Engineering Undergraduate Education Melanie Gauci*,Ann Perz**, Senay Purzer*, Jane Kirkpatrick**, and Sara McComb* & ** *College of Engineering **School of Nursing Purdue University,
More informationA Compendium of Case Examples. [Updated September 2010]
ACCME Accreditation Findings Based on the 2006 Accreditation Criteria: A Compendium of Case Examples [Updated September 2010] About ACCME Examples Throughout this document this font is associated with
More informationMLK MACC Organizational Structure (Deliverable #3)
MLK MACC Organizational Structure (Deliverable #3) February 29, 2008 Introduction The complexity of the transition from a fully functioning hospital to an ambulatory care center should not be under-estimated.
More informationComprehensive Protocol Feasibility Questionnaire
Protocol Title: Potential Principal Investigator: Regulatory Coordinators: Department Chair: PROJECT FEASIBILITY PI and Study Team: YOUR RESPONSES TO THIS SURVEY CONSTITUTE A BEST ESTIMATE OF RESOURCES
More informationAPRN Transformational Leadership: Implementation of Advanced Practice Nursing Leadership Structure Within an Academic Medical Center
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
More informationAmerican Academy of Ambulatory Care Nursing
Introduction Linda Brixey, RN-BC Ambulatory care settings utilize a mix of staff (e.g., registered nurse [RN], licensed practical nurse [LPN]/ licensed vocational nurse [LVN], medical assistant, and patient
More informationLeveraging the accredited CME system to simplify clinician participation in the Quality Payment Program:
December 16, 2016 Andrew Slavitt, MBA; Acting Administrator Centers for Medicare & Medicaid Services Department of Health and Human Services 7500 Security Boulevard Baltimore, MD 21244-1850 Reference:
More informationHealthcare Workforce to Promote
Accreditation, Certification, and Credentialing: Levers for Training the Healthcare Workforce to Promote Children s Behavioral Health Marci Nielsen, PhD, MPH President & CEO Patient-Centered Primary Care
More informationCONTINUING EDUCATION ACTIVITY PLANNING WORKSHEET
CONTINUING EDUCATION ACTIVITY PLANNING WORKSHEET Rutgers Biomedical and Health Sciences is accredited by the American Nurses Credentialing Center (ANCC), the Accreditation Council for Pharmacy Education
More informationDisclosure Statement. Learning Objectives 4/11/2017. Practical Improvement Science in Medication Safety. Jason Timothy Wong, PharmD
// Practical Improvement Science in Medication Safety Jason Timothy Wong, PharmD PGY Health-System Pharmacy Administration Resident Oregon Health and Science University OSHP Annual Seminar DATE: April,
More informationHOD ACTION: Council on Medical Education Report 6 adopted as amended and the remainder of the report filed.
HOD ACTION: Council on Medical Education Report adopted as amended and the remainder of the report filed. REPORT OF THE COUNCIL ON MEDICAL EDUCATION (A-0) Physician Reentry (Reference Committee C) EXECUTIVE
More informationAGENCY INSTRUCTION. DATE: February 13, 2018
MIOSHA Michigan Occupational Safety and Health Administration (MIOSHA) Department of Licensing and Regulatory Affairs (LARA) DOCUMENT IDENTIFIER: MIOSHA-ADM-03-3R4 SUBJECT: AGENCY INSTRUCTION DATE: I.
More informationDoctorate of Nursing Practice/ Systems Leadership Rush University, Chicago, IL (2016)
EDUCATION PAMELA M. KARAGORY, DNP, MBA, MSB, RN, CNE Director of Undergraduate Program Director of Continuing Education Clinical Associate Professor School of Nursing, Purdue University West Lafayette,
More informationNational League for Nursing February 5, 2016 Interprofessional Education and Collaborative Practice: The New Forty-Year-Old Field
National League for Nursing February 5, 2016 Interprofessional Education and Collaborative Practice: The New Forty-Year-Old Field Barbara F. Brandt, PhD, Director Associate Vice President for Education
More informationBriefing. NHS Next Stage Review: workforce issues
Briefing NHS Next Stage Review: workforce issues Workforce issues, and particularly the importance of engaging and involving staff, are a central theme of the NHS Next Stage Review (NSR). It is the focus
More informationNational Council of State Boards of Nursing February Requirements for Accrediting Agencies. and. Criteria for APRN Certification Programs
National Council of State Boards of Nursing February 2012 Requirements for Accrediting Agencies and Criteria for APRN Certification Programs Preface Purpose. The purpose of the Requirements for Accrediting
More informationMEDICAL SERVICES PROFESSION
STATE OF THE MEDICAL SERVICES PROFESSION Defining the Gatekeepers of Patient Safety www.namss.org Executive Summary Medical Services Professionals (MSPs) are the gatekeepers of patient safety within the
More informationSECTION PROPOSAL FOR EDUCATION ACTIVITY:
SECTION PROPOSAL FOR EDUCATION ACTIVITY: PROPOSAL A.S.P.E.N. Sections: To obtain approval for Section Meetings at Clinical Nutrition Week that have an education program planned (guest speakers and presentations),
More informationINTRODUCTION. 4 MSL 102 Course Overview: Introduction to Tactical
INTRODUCTION Key Points 1 Overview of the BOLC I: ROTC Curriculum 2 Military Science and (MSL) Tracks 3 MSL 101 Course Overview: and Personal Development 4 MSL 102 Course Overview: Introduction to Tactical
More informationCampaign for Meds Management (CMM) April 26, 2016
Campaign for Meds Management (CMM) April 26, 2016 Housekeeping You will need to access your registration confirmation email and registration ID to login to WebEx Thank you for joining us in the WebEx Event
More informationWhat Does It Mean for You?
24 {Official Publication of the N o r t h Ca r o l i n a Board of Nursing }................... by Eileen C. Kugler, RN, MSN, MPH, FNP Validation of Nursing Competence: What Does It Mean for You? Purpose:
More informationSTUDENT LEARNING ASSESSMENT REPORT
1 STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Family Nurse Practitioner (MSN), Graduate Nursing Program SUBMITTED BY: Colleen Sanders, PhD (c), FNP-BC DATE: September 30, 2017 BRIEFLY DESCRIBE WHERE AND
More informationBUILDING THE PATIENT-CENTERED HOSPITAL HOME
WHITE PAPER BUILDING THE PATIENT-CENTERED HOSPITAL HOME A New Model for Improving Hospital Care Authors Sonya Pease, MD Chief Medical Officer TeamHealth Anesthesia Kurt Ehlert, MD National Director, Orthopaedics
More informationPharmacy Leadership Academy
Pharmacy Leadership Academy Application Instructions Page 1 of 5 Table of Contents Program Description..,.. 3 Continuing Educational Credit.4 Academy Administration 4 Finding a Mentor.4 Itemized Application
More informationReport. of the. Council for Nursing ACADEMIC PROGRESSION. in Kansas (C-NAK) STATEWIDE ACADEMIC PROGRESSION. Resources.
Report of the Council for Nursing ACADEMIC PROGRESSION in Kansas (C-NAK) STATEWIDE ACADEMIC PROGRESSION Resources September 2017 ACADEMIC PROGRESSION IN NURSING (APIN) ARTICULATION and LIFELONG LEARNING
More informationWashington County Public Health
Washington County Public Health Strategic Plan 2012-2016 Message from the Division Manager I am pleased to present the Washington County Public Health Division s strategic plan for fiscal years 2012 to
More informationStandards for Initial Certification
Standards for Initial Certification American Board of Medical Specialties 2016 Page 1 Preface Initial Certification by an ABMS Member Board (Initial Certification) serves the patients, families, and communities
More informationIdaho Pharmacy Law: Developments and Practical Applications
Idaho Pharmacy Law: Developments and Practical Applications Alex J. Adams, PharmD, MPH Executive Director Idaho State Board of Pharmacy Alex.Adams@bop.idaho.gov @alexadamsrph In support of improving patient
More informationAONE Nurse Executive Competencies Assessment Tool
AONE Nurse Executive Competencies Assessment Tool The AONE Nurse Executive Competencies (originally published in the February 2005 issue of Nurse Leader) describe skills common to nurses in executive practice
More informationDepartment of Pharmacy Services PGY1 Residency Program. Residency Manual
Department of Pharmacy Services PGY1 Residency Program Residency Manual 1 TABLE OF CONTENTS I. Introduction II. General Program Goals III. Residency Program Purpose Statement IV. Program s Goals V. Residency
More informationVisioning Report 2017: A Preferred Path Forward for the Nutrition and Dietetics Profession
Visioning Report 2017: A Preferred Path Forward for the Nutrition and Dietetics Profession Introduction: One of the functions of the Council on Future Practice (CFP) is to ensure the viability and relevance
More informationIntegrating the Institute of Medicine Future of Nursing Report into the American Association of Neuroscience Nurses Strategic Plan
Integrating the Institute of Medicine Future of Nursing Report into the American Association of Neuroscience Nurses Strategic Plan Authors Janice L. Hinkle, PhD RN CNRN, Director-at-Large, AANN; Cindy
More informationABMS Enhanced Public Trust Initiative A Progress Report
ABMS Enhanced Public Trust Initiative 2008 2011 A Progress Report Enhancing the Public Trust In 1933, the founding principles of the American Board of Medical Specialties (ABMS) focused on helping to assure
More informationNIPCO Patient Care Disease State Management Program Template
NIPCO Patient Care Disease State Management Program Template The program shall educate community pharmacists on the prevention and management of a specific disease. The program shall be based on the NIPCO
More informationComparison of ACP Policy and IOM Report Graduate Medical Education That Meets the Nation's Health Needs
IOM Recommendation Recommendation 1: Maintain Medicare graduate medical education (GME) support at the current aggregate amount (i.e., the total of indirect medical education and direct graduate medical
More informationCONTINUED COMPETENCE PANEL PRESENTATION
CONTINUED COMPETENCE PANEL PRESENTATION Karen Plaus PhD, CRNA, FAAN National Board of Certification and Recertification for Nurse Anesthetists Cheryl Gross, MA, CAE American Osteopathic Association Pat
More informationAMERICAN BOARD OF ADDICTION MEDICINE MAINTENANCE OF CERTIFICATION PROGRAM
2015 AMERICAN BOARD OF ADDICTION MEDICINE MAINTENANCE OF CERTIFICATION PROGRAM HERE AT ABAM, WE ARE COMMITTED TO CONTINUOUS LIFELONG LEARNING. 2 ABAM 2015 MOC Dear ABAM Diplomate, All medical boards offering
More information9:30 am Registration. Learner Objectives:
The Massachusetts Chapter of the American Academy of Pediatrics (MCAAP) presents its Annual CME Edward Penn Lecture and Business Meeting Schools and Health Care Providers Working Together to Promote the
More informationHealth Administration
FlexPath Option Health Administration Graduate Certificate Effective October 9, 2017 FlexPath Option Health Administration Graduate Certificate Capella University is one of the first institutions to measure
More information09/24/2012. Faculty Disclosure. Session Objectives. Support. IOM Future of Nursing
IOM Future of Nursing Faculty Disclosure Bonnie Osgood MSN, RN-BC, NE-BC President Delaware Nurses Association September 12, 2012 21 st Century Visions of Nursing This presentation is free of sponsorship,
More informationScopes, Standards & Certification for Patient Educators
Scopes, Standards & Certification for Patient Educators Presented to HCEA Conference October, 2015 Magdalyn Patyk MS, RN, BC Anne Longo, PhD, MBA, RN-BC, NEA-BC Objectives Review the Importance of Certification
More informationNorth School of Pharmacy and Medicines Optimisation Strategic Plan
North School of Pharmacy and Medicines Optimisation Strategic Plan 2018-2021 Published 9 February 2018 Professor Christopher Cutts Pharmacy Dean christopher.cutts@hee.nhs.uk HEE North School of Pharmacy
More informationThe National Association of Clinical Nurse Specialists (NACNS)
The National Association of Clinical Nurse Specialists (NACNS) Response to the Institute of Medicine s Future of Nursing Report This document was prepared by an NACNS appointed task force that was tasked
More informationThe Strategic Plan of the American College of Clinical Pharmacy 1
The Strategic Plan of the American College of Clinical Pharmacy Updating the ACCP Strategic Plan In 2016 and 2017, the American College of Clinical Pharmacy Board of Regents (hereafter, Board ) formally
More informationACADEMIC AND STUDENT AFFAIRS COMMITTEE 3a STATE OF IOWA June 7-8, 2017
June 7-8, 2017 REQUEST FOR NEW PROGRAM AT IOWA STATE UNIVERSITY: REGISTERED NURSE TO BACHELOR OF SCIENCE IN NURSING Contact: Rachel Boon Action Requested: Consider approval of the request by Iowa State
More informationObjectives 1/11/2017. ACPE Standards 2016 What s different? ACPE Standards 2016 What s different? ACPE Standards 2016 What s different?
Objectives and the Revised PharmD Curriculum: An Update Donald A. Godwin, PhD Executive Associate Dean for Education At the completion of this activity, the participant will be able to: Describe the major
More informationOption Description & Impacts First Full Year Cost Option 1
Option 1 Grant coverage for nonemergency services to those adult undocumented immigrants who meet CMISP income and resource standards. Estimate for first year: This option reverses the December 2009 County
More informationReprinted from FDA s website by
Reprinted from FDA s website by POLICY AND PROCEDURES PURPOSE OFFICE OF EXECUTIVE PROGRAMS Accreditation -- Continuing Education Table of Contents PURPOSE...1 BACKGROUND...1 POLICY...3 RESPONSIBILITIES...7
More informationExecutive Quality Academy
Executive Quality Academy Leadership for Improvement and Innovation Nov. 4 6 2014 Dubai, UAE IHI s Executive Quality Academy transformed my leadership and allowed me to lead a financial turnaround of my
More informationThe Association of Universities for Research in Astronomy. Award Management Policies Manual
The Association of Universities for Research in Astronomy Award Management Policies Manual May 1, 2014 The Association of Universities for Research in Astronomy Award Management Policies Manual Table of
More informationPathway to Excellence : 2016 Manual Clarifications Pathway to Excellence in Long-Term Care : 2017 Manual Clarifications
Pathway to Excellence : 2016 Manual Clarifications Pathway to Excellence in Long-Term Care : 2017 Manual Clarifications Update 2 Issued: May 1, 2018 Update 1 Issued: July 1, 2017 The following information
More informationJourney to an Effective Safety Culture Part I of III Exploring the Role of Culture in Safety Outcomes. Embracing Patient Safety Culture
White Paper Journey to an Effective Safety Culture Part I of III Exploring the Role of Culture in Safety Outcomes Embracing Patient Safety Culture What is the Purpose of this Series? The purpose of this
More informationPharmacy Management. 450 Pharmacy Management Positions
450 Pharmacy Management Positions Pharmacy Management Disposition of Illicit Substances (1522) To advocate that healthcare organizations be required to develop procedures for the disposition of illicit
More informationEmerging Trends In Nursing Jobs. Mary Moon
Emerging Trends In Nursing Jobs Mary Moon S The Current and Future Needs of Health Care S By 2030, those 65 years and older will be nearly 20% of the population. 1 S Chronic conditions: diabetes, hypertension,
More informationAre We Preparing the Allied Health Workforce North Carolina Will Need Now and in the Future?
Are We Preparing the Allied Health Workforce North Carolina Will Need Now and in the Future? Erin Fraher, PhD MPP Assistant Professor Departments of Family Medicine and Surgery, UNC Director Program on
More informationRole of Health Professions Schools
Continuing Professional Education & Development Role of Health Professions Schools Murray Kopelow MD, MS, (Comm), FRCPC President and Chief Executive Accreditation Council for Continuing Medial Education
More informationPromoting Research Across the Continuum of Health Professions Education:
Promoting Research Across the Continuum of Health Professions Education: Making Patient Care Better Report from the 2017 Joint Accreditation Leadership Summit The Accreditation Council for Continuing Medical
More informationMaintenance of Certification in the United States: A Progress Report
TheJdiimulofConliiniiiig Ediicalioii in ihe Heallh Professions. Volume 24. pp. 134 138. Printed in the U.S.A. Copyright 2004 The Alliance for Continuing Medical Education, ihc Society for Medical Education,
More information8515 Georgia Ave., Suite 400 Silver Spring, MD Elements of Performance Desired State Gap Action Plan
8515 Georgia Ave., Suite 400 Silver Spring, MD 20910 Self-Assessment of Organizational Culture (for Long Term Care) (Recommended prior to submitting an online application for Pathway to Excellence designation)
More informationCME COALITION M A Y 2 1,
1 CME COALITION THOUGHTS ON IMPLEMENTATION OF THE PHYSICIAN PAYMENT SUNSHINE ACT PRESENTED TO CMS M A Y 2 1, 2 0 1 3 Introductions Tina B. Stacy, PharmD, BCOP, CCMEP, President, Educational Concepts Group,
More informationExecutive Summary. Michigan State University. Strategy & Recommendations: Designing a Continuum of Student Health and Wellness Services
Executive Summary Michigan State University Strategy & Recommendations: Designing a Continuum of Student Health and Wellness Services September 20, 2016 Introduction, LLC (K&A) has worked with Michigan
More informationTelehealth Accreditation: Adding Value to Your Organization Through. Independent Objective Value. Hosted by. June 16, 2016
Telehealth Accreditation: Adding Value to Your Organization Through Moderator: René Y. Quashie Senior Counsel Epstein Becker Green Presenter: Deborah Smith V.P. & Executive Director, Redefine Health Independent
More informationACPE Continuing Pharmacy Education Provider Accreditation Program. Policies and Procedures Manual: A Guide for ACPE-accredited Providers
ACPE Continuing Pharmacy Education Provider Accreditation Program Policies and Procedures Manual: A Guide for ACPE-accredited Providers Effective January 1, 2009 Updated July 2017 The purpose of ACPE s
More informationUSER GUIDE FOR THE VISION TRACKER ONLINE GRANTS MANAGEMENT SYSTEM
USER GUIDE FOR THE VISION TRACKER ONLINE GRANTS MANAGEMENT SYSTEM Table of Contents I. Getting Started - Registration II. Submitting a Grant Request a. Medical Education b. Charitable c. Investigator Initiated
More informationReentry Handbook. Copyright 2016 by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA). All Rights Reserved.
Copyright 2016 by the National Board of Certification and Recertification for Nurse Anesthetists (NBCRNA). All Rights Reserved. CONTENTS NBCRNA Overview....3 Vision 3 Mission.. 3 History 3 Purpose.4 Structure..4
More information