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Milestones on the Road to Competency: Advancing Competency-based Graduate Medical Education
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Common Competencies for All Healthcare Managers: The Healthcare Leadership Alliance Model MaryE. Stefl, PhD, professor and chair. Department of Health Care Administration, Trinity University, San Antonio, Texas - - • . E X E C U T I V E S U M M A R Y Today's healthcare executives and leaders must have management talent sophisti- cated enough to match the increased complexity of the healthcare environment. Executives are expected to demonstrate measurable outcomes and effectiveness and to practice evidence-hased management. At the same time, academic and profession- al programs are emphasizing the attainment of competencies related to workplace effeaiveness. The shift to evidence-based management has led to numerous efforts to define the competencies most appropriate for healthcare. The Healthcare Leadership Alliance (HLA), a consortium of six major profession- al membership organizations, used the research from and experience with their indi- vidual credentialing processes to posit five competency domains common among all practicing healthcare managers: (1) communication and relationship management, (2) professionalism, (3) leadership, (4) knowledge of the healthcare system, and (5) business skills and knowledge. The HLA engaged in a formal process to delin- eate the knowledge, skills, and abilities within each domain and to determine which of these competencies were core or common among the membership of all HLA associations and which were specialty or specific to the members of one or more HLA organizations. This process produced 300 competency statements, which were then organized into the Competency Directory, a unique and interactive database that can be used for assessing individual and organizational competencies. Overall this work helps to unify the field of healthcare management and provides a lexicon and a basis for collaboration among different types of healthcare executives. This article discusses the steps that the HLA followed. It also presents the HLA Competency Directory; its application and relevance to the practitioner and academ- ic communities; and its strengths, limitations, and potential. For more information on the concepts in this article, please contact Dr. Stefi at [email protected] 360 COMMON COMPETENCIES FOR ALL HEALTHCARE MANAGERS P eter Drucker (2002) has said thatlarge healthcare institutions may be the most complex in human history and that even small healthcare organiza- tions are barely manageable. Some time has passed since Drucker's observation, but the complexity of healthcare orga- nizations, along with the demands on managers and leaders, has not dimin- ished in any way. Today, executives in all healthcare settings must navigate a landscape influenced by complex social and political forces, including shrinking reimbursements, persistent shortages of health professionals, endless require- ments to use performance and safety indicators, and prevailing calls for trans- parency. Further, managers and.
Common Competencies for AllHealthcare ManagersThe Healthc.docx
Common Competencies for AllHealthcare ManagersThe Healthc.docx
pickersgillkayne
2005 2008
2005 2008
Picker Institute, Inc.
Objectives Describe how a clinical track based on ACGME competencies could bridge the chasm between UGME and GME. Demonstrate how Clinical Tracks are improving the 4th year at our institution.
ACE: Transition to Residency: OSU Clinical Tracks
ACE: Transition to Residency: OSU Clinical Tracks
Nicholas Kman, MD, FACEP
University of Nicosia Assignment 2 MMC
University of Nicosia Assignment 2 MMC
dananai mutandwa
ITS IMPORTANT TO MEET THE COMPETENCES (That's how they evaluate the work). Nursing within an organization is a critical component of health care delivery and is an essential ingredient in patient outcomes (Kelly & Tazbir, 2014). The concern for quality care that flows from evidence-based practice generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 2: Explain the accountability of the nurse leader for decisions that affect health care delivery and patient outcomes. (IMPORTANT) -Describe accountability tools and procedures used to measure effectiveness. Competency 3: Apply management strategies and best practices for health care finance, human resources, and materials allocation decisions to improve health care delivery and patient outcomes. (IMPORTANT) -Develop an evidence-based plan for health care delivery. Competency 4: Apply professional standards of moral, ethical, and legal conduct in professional practice. (IMPORTANT) -Apply professional and legal standards in support of a care plan. Competency 5: Communicate in manner that is consistent with the expectations of a nursing professional. (IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style. Preparation Refer to the Capella library and the Internet for supplemental resources to help you complete this assessment. Instructions Deliverable: Develop an evidence-based plan for health care delivery. Scenario: The hospital where you work has an issue with increased readmissions within 30 days of discharge. After examining the core measures, it was found that heart failure was the most common core measure disease process experiencing the highest rate of readmissions. The leadership team has given your team the charge of developing a nurse-run outpatient heart failure clinic. The purpose of this clinic is to ensure that discharge education is presented to the patient in an orderly, consistent manner and complies with evidence-based practice protocols. Since these patients may be discharged from a variety of areas in the facility, having the heart failure clinic staff take ownership of the process will improve both consistency and compliance. There are cardiologists that interact with the staff and patients, but the day-to-day operations of the clinic are designed and supported by the nurses as they interact with appropriate members of the other health care team disciplines promoting the best care for the heart failure patients. As a member of the nurse team, you have been asked to develop one component of the clinic. The hospital leadership established these objectives ...
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the
mariuse18nolet
articulo
Better data for teachers, better data for learners, better patient care col...
Better data for teachers, better data for learners, better patient care col...
Edgar Febles
Sonstein et al 2014 Clinical Researcher
Sonstein et al 2014 Clinical Researcher
Carolynn Thomas Jones, DNP, MSPH, RN
Essay Writing Service http://StudyHub.vip/Assessment-In-Medical-Education
Assessment in Medical Education.pdf
Assessment in Medical Education.pdf
Rachel Doty
Presented by Karen Bobak, DC, EdD, Dean of Chiropractic, and Wendy Maneri, MS, DC, Associate Dean of Chiropractic Clinical Education and Health Centers, of New York Chiropractic College, discussed ways to effectively assessing student competency in a clinical setting is an essential element in professional healthcare education. Effectively assessing student competency in a clinical setting is an essential element in professional healthcare education. Moreover, the use of assessment data to improve student learning is essential in order to meet program goals, professional standards, and provide quality patient care. Examples of strategies used to develop and implement a process of assessment / analysis / communication and change will be shared. Participants will be encouraged to develop a process framework while considering the challenges and opportunities that exist within their programs.
Closing the Loop on Clinical Competency Based Assessments
Closing the Loop on Clinical Competency Based Assessments
ExamSoft
Quality Improvement (QI)in healthcare is an increasingly important approach to improving health outcomes, improving system performance and improving safety for patients. Effectively implementing QI methods requires knowledge of methods for the design and execution of QI projects. Given that this capability is not yet widespread in healthcare, training programs have emerged to develop these skills in the healthcare workforce. In spite of the growth of training programs, limited evidence exists about the merit and worth of these programs. We report here on a multi-year, multi-method evaluation of a QI training program at a large Midwestern academic medical center. Our methodology will demonstrate an approach to organizing a large scale training evaluation. Our results will provide best available evidence for features of the intervention, outcomes and the contextual features that enhance or limit efficacy.
Evaluating the quality of quality improvement training in healthcare
Evaluating the quality of quality improvement training in healthcare
Daniel McLinden
DNP-820 AGREE II Instrument Table Link to selected practice guideline: Rationale behind choosing the guideline: For each item, choose the rating that best characterizes the guideline assessed. Domain Item Rating 1 Strongly Disagree 2 3 4 5 6 7 Strongly Agree Scope and Purpose 1. The overall objective(s) of the guideline is(are) specifically described. 2. The health question(s) covered by the guideline is(are) specifically described. 3. The population (patient, public, etc.) to whom the guideline is meant to apply is specifically described. Comments Stakeholder Involvement 4. The guideline development group includes individuals from all relevant professional groups. 5. The views and preferences of the target population (patients, public, etc.) have been sought. 6. The target users of the guideline are clearly defined. Comments Rigor of Development 7. Systematic methods were used to search for evidence. 8. The criteria for selecting the evidence are clearly described. 9. The strengths and limitations of the body of evidence are clearly described. 10. The methods for formulating the recommendations are clearly described. 11. The health benefits, side effects, and risks have been considered in formulating the recommendations. 12. There is an explicit link between the recommendations and the supporting evidence. 13. The guideline has been externally reviewed by experts prior to its publication. 14. A procedure for updating the guideline is provided. Comments Clarity of Presentation 15. The recommendations are specific and unambiguous. 16. The different options for management of the condition or health issue are clearly presented. 17. Key recommendations are easily identifiable. Comments Applicability 18. The guideline describes facilitators and barriers to its application. 19. The guideline provides advice or tools to put the recommendations into practice. 20. The potential resource implications of applying the recommendations have been considered. 21. The guideline presents monitoring or auditing criteria. Comments Editorial Independence 22. The views of the funding body have not influenced the content of the guideline. 23. Competing interest of guideline development group members has been recorded and addressed. Comments Overall Guideline Assessment 1. Rate the overall quality of this guideline. 1 Lowest possible quality 2 3 4 5 6 7 Highest possible quality 2. I would recommend this guideline for use. Yes Yes, with modifications No Notes © 2020. Grand Canyon University. All Rights Reserved. 3 The 10 Strategic Points Comments or Feedback Broad Topic Area 1. Broad Topic Area: Effectiveness of competency-based behavioral training curriculum for palliative care centers in improving palliative care offered to patients with advanced cancer within 4 weeks ...
DNP-820 AGREE II Instrument TableLink to selected pr.docx
DNP-820 AGREE II Instrument TableLink to selected pr.docx
madlynplamondon
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Competency based medical education ppt
Competency based medical education ppt
Cme model of dmims (du) wardha the 10 point action program for learning and q...
Cme model of dmims (du) wardha the 10 point action program for learning and q...
Assessment of-clinical-competence-wass-van-der-vleuten-shatzer-jones
Assessment of-clinical-competence-wass-van-der-vleuten-shatzer-jones
Assessment of-clinical-competence-wass-van-der-vleuten-shatzer-jones
Assessment of-clinical-competence-wass-van-der-vleuten-shatzer-jones
Introduction of Objective Structured Clinical Examination as assessment tool ...
Introduction of Objective Structured Clinical Examination as assessment tool ...
Running head QUALITY IMPROVEMENT .docx
Running head QUALITY IMPROVEMENT .docx
CBI Grants West 2009 PI_Enhancing Grants
CBI Grants West 2009 PI_Enhancing Grants
Quality improvement and patient safety in anesthesia
Quality improvement and patient safety in anesthesia
Revalidation March 2010
Revalidation March 2010
Common Competencies for AllHealthcare ManagersThe Healthc.docx
Common Competencies for AllHealthcare ManagersThe Healthc.docx
2005 2008
2005 2008
ACE: Transition to Residency: OSU Clinical Tracks
ACE: Transition to Residency: OSU Clinical Tracks
University of Nicosia Assignment 2 MMC
University of Nicosia Assignment 2 MMC
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the
ITS IMPORTANT TO MEET THE COMPETENCES (Thats how they evaluate the
Better data for teachers, better data for learners, better patient care col...
Better data for teachers, better data for learners, better patient care col...
Sonstein et al 2014 Clinical Researcher
Sonstein et al 2014 Clinical Researcher
Assessment in Medical Education.pdf
Assessment in Medical Education.pdf
Closing the Loop on Clinical Competency Based Assessments
Closing the Loop on Clinical Competency Based Assessments
Evaluating the quality of quality improvement training in healthcare
Evaluating the quality of quality improvement training in healthcare
DNP-820 AGREE II Instrument TableLink to selected pr.docx
DNP-820 AGREE II Instrument TableLink to selected pr.docx
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