Scopes, Standards & Certification for Patient Educators

Transcription

1 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

2 Objectives Review the Importance of Certification to Patient Education Educators. Discuss Framework of the Intended Scope & Standards for Certification in Patient Education. List Evaluation Criteria the Proposed Standards o Direct caregiver o Leadership level

3 HCEA Tenets The Health Care Education Association (HCEA) recognizes: The importance of effective interdisciplinary and interactive patient and family education for successful health care outcomes. That education is essential throughout the continuum of care and is the responsibility of health care professionals caring for the patient. The importance of consistency in teaching and use of a standardized approach to education, taking into account learners needs, preferences and barriers. The importance of the involvement of the family/ caregiver/significant other in the educational process.

4 HCEA & National Organizations /Initiatives Institute for Patient and Family-Centered Care Respect & Dignity o Views/ choices o Beliefs/ culture Information Sharing o Timely o Complete & accurate Participation o Care o Decision-making Patient Education Collaboration o Policy & program development o Implementation & evaluation

5 HCEA & National Organizations/ Initiatives Institute for Healthcare Improvement Triple Aim** Dimensions Improving the patient experience of care Improving the health of populations Reducing the per capita cost of health care Measuring the Patient Experience Safe Efficient Effective Equitable System Components Focus on individuals and families Redesign of primary care services & structures Population health management Cost control platform System integration and execution Timely Patient-Centered **

6 Role of Certification

7 What is Certification? Certification is the process that grants recognition to an individual who has met certain predetermined qualifications. Certification validates advanced knowledge & competence in a specialty Certification can be used for : Entry into practice. Validation of competence/ knowledge & skills in a defined role and clinical area of practice, based on predetermined standards. Recognition of excellence, and/or for regulation. ANCC Certification General Testing and Renewal Handbook

8 Why is Certification Important? Root of the word Certification itself o Certification = Trust o Credential = Credibility, quality, capability to elicit belief; worthy of trust/confidence Protect the Public o Improve patient care, safety & outcomes o Foster the health of the general population o Reduce unnecessary health care costs Establish a Professional Standard of Excellence o Commitment to quality/ evidenced based practice Competency & Credentialing Institute

9 HCEA & the Certification Process Background Early 2000 s 2013 Revisited HCEA Certification/Credentialing Committee

10 HCEA & the Certification Process HCEA Certification/Credentialing Committee Purpose o Collaborate in the establishment of a nationally- recognized certification/credentialing program(s) for patient education Developed partnership evaluation criteria Explored potential credentialing organization partnerships ANCC NCHEC ASTD IHA o Develop scopes & standards for patient education Members: Bonnie Roan; Sandy Cornett, Kim Hume, Joan Morgan, Susan Boyer, Yvonne Brooks, Anne Longo, Magdalyn Patyk

11 HCEA & the Certification Process Scopes & Standards Subcommittee Research o HCEA Fellowship o Literature search (Health literacy, Affordable Care Act; trends related to pt education o Policies & procedures o Job descriptions o Competencies Identification of Standards Performance Criteria Validation Method Members: Sandy Cornett, Cameron Carlton, Sarah Creswell, Anne Findeis, Leigh Ann Gaul, Janette Helm, Corinne Lee, Anne Longo, Magdalyn Patyk,, Gail Pruett.

12 Assessment Leadership Quality, Evidenced-Based Practice & Research Staff Development Excellence in Patient Education Consulting, Collaboration, Communication Planning Implementation Evaluation

13 Scopes & Standards for Patient Education Direct Caregiver Level Preceptor/mentor of ideal patient education experience Model of excellence in the actual delivery of the patient /consumer education Primary focus is on the Assessment, Planning, Implementation & Evaluation of teaching Participation in activities to improve patients, not limited to unit- based staff development Leadership Level Organizational oversight for patient education Provision of system services, resources o Program Development; Patient Education Resources (acquisition, development, management) o Staff Development / Education ; Quality control /Regulatory / Data Management o Research /Needs Assessment o Budget / Financing

14 Scopes & Standards for Patient Education Standard Direct Caregiver Competency Leadership Competency Criteria Validation Method Criteria Validation Method

15 Standards for Patient Education Direct Caregiver The health care professional collects comprehensive data to meet the educational needs of the designated learner (Patient, Family, and Significant Other/Caregiver). Assessment Competency Statement Leadership The patient education leader collects and uses comprehensive data that fosters the effective delivery of patient education within the department/organization.

16 Standards for Patient Education Direct Caregiver The health care professional develops a teaching plan to meet the educational needs of the learner. This includes learning objectives, teaching methods and resources to attain expected outcomes. Planning Competency Statement Leadership The patient education leader plans patient education programs, systems and resources to support staff to effectively meet the educational needs of a specific patient population.

17 Standards for Patient Education Direct Caregiver Applies educational principles, theories and clear communication techniques when implementing the teaching plan. Implementation Competency Statement Leadership The patient education leader manages policies and systems and resources to implement and support the delivery of effective patient education tools/programs.

18 Standards for Patient Education Evaluation Competency Statement Direct Caregiver Evaluates the effectiveness of the teaching intervention in relation to the mutually agreed upon outcomes and learning goals. Leadership The patient education leader evaluates the quality and performance of patient education programs and services for patients/staff in relation to expected outcomes and goals.

19 Standards for Patient Education Quality, Research & Evidence-Based Practice Direct Caregiver Participates in activities to improve patient education. Competency Statement Leadership The patient education leader implements quality improvement activities and resources to enhance delivery of effective patient education.

20 Standards for Patient Education Consultation, Collaboration & Communication Competency Statement Leadership Collaborates, consults and communicates with stakeholders, organizational leaders, patient/families and others to support and promote patient education and health literacy initiatives.

21 Standards for Patient Education Staff Development Competency Statement Direct Caregiver Mentors others in developing and maintaining patient education skills. Leadership Plans and implements programs, systems and resources to educate staff to provide effective patient education.

22 Standards for Patient Education Professional / Leadership Activities Competency Statement Direct Caregiver Assumes responsibility for professional self-development. Leadership Demonstrates a leadership role among peers to advance the role of patient education.

23 Prerequisites for Certification** Direct Caregiver/ Leadership Level Bachelor s degree Minimum of 3 years working in the discipline Letter of support from their manager Current unrestricted license in disciplines where required Twenty-four (24) hours of continuing education o Within a 2-year time frame o Related to patient education and/or their specific patient population Currently working in a healthcare setting Leadership Level Management position Or patient education lead for a specific patient population **Potential requirements

24 Scopes & Standards & the Certification Process Summary Questions