This document provides the agenda for the eighth session of a learning collaborative. It includes time for team reports on successes, challenges, and recruitment updates. It also covers position offers, contracts, onboarding, licensing, credentialing, program evaluation, and accreditation preparation. The next session is scheduled for May 3rd. Action items include monthly reports, drafting contracts and agreements, and preparing questions for a precepting panel.

1. AGENDA- Learning Collaborative Session 8
April 6, 3:00-4:30pm (EST)
 Team Report Outs
 Successes and Challenges, Recruitment updates, Questions for Faculty
 Position Offers/Contracts/Agreements
 Onboarding/Licensing/Credentialing
 Evaluation of the Program
 Preparing for Accreditation
 Action Period Items
 Monthly Reports
 Draft Contracts/Agreements
 Precepting Panel questions
Next Session:
May 3

2. Team Report Outs
Successes and Challenges,
Recruitment updates,
Questions for Faculty

3. Offers, Contracts and Agreements
OFFERS:
• Determine how and when to communicate offers. Offers and
declinations and are done by use of the ranking log
• Determine length of time for a decision- at CHC this is 48 hours.
• In the case of a “tie”, interviewers must discuss candidates and
choose.
• Prepare for “back up offers” and a waiting list

4. Contracts and Agreements
• Immediately following the offer should be a formal employment contract.
• Determine method of delivery (electronic or direct mail) and length of time to
return signed contract
• The contract can be a modified version of your organization’s existing
employment contract. Items that may differ in the contract include:
• Term of the contract- 12 month residency program
• Practice location
• Salary
• PTO
• CME
• Employment requirement post residency year- determine length of
commitment and subsequent year salaries.

5. NEXT STEPS:
Onboarding,
tracking incoming
resident
credentialing,
licensure
certification
material
Sample Contract

6. Licensing and Credentialing
• Offers have been made and accepted – start immediately!
• The process is a domino effect and timelines are short
• Follow your organizations general policy – adjust as needed
• Be prepared for delays based on states candidates come from
• Guide your candidates through the process and keep track of
their status

7. Licensing and Credentialing
NP Residents
1. Sit for and pass boards
2. Apply for state RN license
3. Apply for state APRN license
4. Apply for state controlled substance license
5. Apply for federal DEA license
Post Doc Residents
1. Post docs are unlicensed and work under the
supervisor’s license.
2. Verify that work under another’s license is a billable
service in your state. There is wide variability. In
CT Husky (Medicaid) is billable but most private
insurances are not
3. Be aware of licensing requirements in your state or
state post doc wishes to seek licensure in and
provide appropriate supervision and documentation

8. Onboarding
• In addition to licensing and credentialing process – Residents
must be on boarded
• Leverage your HR department to help apply the organizations
process for onboarding all new staff
• HR connects with Residents prior to start date and is also
invited to orientation
• Residents are employees and their onboarding should look
very similar
• We will cover orientation in more detail later!

9. Program Evaluation: Improving Performance
Presented by Candice Rettie, PhD NCA Webinar April 2017

10. Overview of the Session
Definitions and Process of Good Program Evaluation
How to Design Meaningful Evaluation
– Integrated Throughout the Program – Recruitment to
Graduation
– Creates explicit expectations for trainee
– Documents programmatic success
– Fosters improvement positive growth, creativity and innovation
Characteristics of Useful Evidence

11. Learning Objectives
Knowledge:
– Understand the purpose of evaluation
– Know the characteristics of good evaluation
– Understand the process of evaluation
– Understand the connection with curriculum
Attitude:
– Embrace the challenge
– Value the outcomes
Skills
– To be gained by independent / group work focused
on local training program

12. Definitions:
Evaluation: systematic investigation of merit, worth, or significance of effort;
Program evaluation: evaluate specific projects and activities that target
audiences may take part in;
Stakeholders: those who care about the program or effort.
Approach: practical, ongoing evaluation involving program participants, community
members, and other stakeholders.
Importance:
1. Helping to clarify program plans;
2. Improving communication among participants and partners;
3. Gathering the feedback needed to improve and be accountable for program
outcomes/effectiveness;
4. Gain Insight about best practices and innovation;
5. Determine the impact of the program;
6. Empower program participants and contribute to organizational growth.

13. 1. Develop a Written Plan Linked to Curriculum
2. Collect Data
3. Analyze Data
4. Communicate and Improve
4 Basic Steps to Program Evaluation

14. Fitting the Pieces Together: Program Evaluation
Program
Curriculum
Preceptor
Faculty
Staff
Trainee
Institution
Overall
Program

15. Program Evaluation Feedback Loops
Trainee performance
Instructor and staff
performance
Program curriculum
performance
Programmatic and Institutional
performance

16. Evaluation Process How Do You Do It?
Steps in Evaluation:
Engage stakeholders
Describe the program
Focus the evaluation design
Gather credible evidence
Justify conclusions Analyze,
synthesize and interpret findings,
provide alternate explanations
Feedback, follow up and disseminate
Ensure use and share lessons learned

17. Level 1: Reaction (Satisfaction Surveys) Was it worth time; was it
successful? What were biggest strengths/weaknesses? Did they like
physical plant?
Level 2: Learning (Observations/interviews) observable/measurable
behavior change before, during, after program.
Level 3: Behavior (Observations/interviews) New or changed behavior
on the job? Can they teach others? Are trainees aware of change?
Level 4: Results (Program Goals/Institutional goals) Improved
employee retention? Increased productivity for new employees?
Higher morale?
Kirkpatrick Model of Evaluation

18. • What will be evaluated?
• What criteria will be used to judge program
performance?
• What standards of performance on the criteria must be
reached for the program to be considered successful?
• What evidence will indicate performance on the criteria
relative to the standards?
• What conclusions about program performance are
justified based on the available evidence?
Questions Guiding the Evaluation Process

19. Basic Questions – Administrative Example
What? Postgraduate Training Program
Criteria?
# of qualified applicants; # of trainees who remain with the
program; ROI
Standards of Performance?
# applicants; Half trainees hired at conclusion of year; On-
boarding costs reduced; Billable hours increase w/ramp-up
Evidence?
HR data / reports; Financials
Conclusions? Is the investment worthwhile?

20. Accuracy, Utility, Feasibility, Propriety
Anchored in the goals and objectives of the curriculum
Formative and summative
Use measurable and observable criteria of acceptable performance
Multiple, expert ratings/raters: Multiple observations give confidence in findings and
provides an estimate of reliability (reproducibility or consistency in ratings).
Conclusions need to be relevant and meaningful. Validity is based on a synthesis of
measurements that are commonly accepted, meaningful, and accurate (to the extent
that expert judgments are accurate).
Goals of Good Evaluation

21. Credible evidence -- Raw material of a good evaluation.
Believable, trustworthy, and relevant answers to evaluation questions
Indicators (evidence)
Translate general concepts about program and expected effects into specific, measurable parts. (eg:
increase in patient panel / billable hours over 1 year)
Sources
People, documents, or observations (eg: trainees, faculty, patients, billable hours, reflective journals).
Use multiple sources -- enhances the evaluation's credibility.
Integrate qualitative and quantitative information -- more complete and more useful for needs and
expectations of a wider range of stakeholders.
Quantity
Determine how much evidence will be gathered in an evaluation.
All evidence collected should have a clear, anticipated use.
Logistics
Written Plan: Methods, timing (formative and summative), physical infrastructure to gather/handle
evidence.
Must be consistent with cultural norms of the community, must ensure confidentiality is protected.

22. Learning Objectives
Knowledge:
– Understand the goals and purpose of evaluation
– Know the characteristics of good evaluation
– Understand the process of evaluation
– Understand the connection with curriculum
Attitude:
– Embrace the challenge
– Value the outcomes
Skills
– To be gained by independent / group work focused on local
training program

23. The Community Tool Box, (Work Group for Community Health at the U of Kansas):
incredibly complete and understandable resource, provides theoretical overviews,
practical suggestions, a tool box, checklists, and an extensive bibliography.
Pell Institute: user-friendly toolbox that steps through every point in the evaluation
process: designing a plan, data collection and analysis, dissemination and
communication, program improvement.
CDC has an evaluation workbook for obesity programs; concepts and detailed work
products can be readily adapted to NP postgraduate programs.
Another wonderful resource, Designing Your Program Evaluation Plans, provides a self-
study approach to evaluation for nonprofit organizations and is easily adapted to training
programs. There are checklists and suggested activities, as well as recommended
readings.
NNPRFTC website – blogs: http://www.nppostgradtraining.com/Education-
Knowledge/Blog/ArtMID/593/ArticleID/2026/Accreditation-Standard-3-Evaluation
Resources:

24. Action Items
 Action Period Items
 Monthly Reports
 Draft Contracts/Agreements
 Precepting Panel questions
Next Session:
May 3