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Designing Competencies That Count |
Administrators, managers, and clinical educators must develop practical, effective strategies for assessing staff competence in practice settings. Compliance with standards set forth by regulatory and accrediting agencies presents many challenges to healthcare facilities and clinicians.
This module provides supporting theories, practical applications, and insights into various components of competency assessment. Design tools, forms, policies, and procedures are used to illustrate how the competency-assessment process can be applied in any practice setting. ©2005.
PRICE: $50.00
Content
- Unit 1: Introduction to Designing Competencies that Count
- Unit 2: Competency Assessment — What is it?
- Unit 3: Learning — What is it?
- Unit 4: Adult Learning Theory
- Unit 5: Educational Outcomes and Behavioral Objectives
- Unit 6: Instructional Design — Putting it All Together
- Unit 7: Working the Plan
- Unit 8: Diagnosis, Outcomes, and the Competency Plan
- Unit 9: Implementation
- Unit 10: Implementing Competencies Across the Continuum
- Unit 11: Evaluation
- Unit 12: Pulling it All Together — A Revised Policy for Surgical Attire
- Unit 13: Conclusion
- Glossary of Terms
- Bibliography and Suggested Readings
- Appendix
Objectives
After completing this module, you should be able to accomplish the following:
- Identify the rationale for competency assessment in the surgical practice setting.
- Outline the components of a successful competency assessment program.
- Apply various theories into the ongoing competency-assessment process.
- Transition from a task-oriented approach to a process-oriented strategy to competency assessment.
- Define the criteria for initial assessment of an individual's competence.
- Examine the role of continuing-education assessment in the practice setting.
- Distinguish sample materials that can be readily implemented in the competence-assessment process.
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