All Programs for Advisors
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The document summarizes updates to several medical programs: 1. The Medical Assisting program is the largest non-limited enrollment program with cohorts beginning in winter term and class size limited to 12. Transfers and re-entries must be approved by the Associate Dean. 2. The Medical Office Administration program was formerly called Medical Administrative Assistant. It is in the first year of the new rotation. Re-entries may need approval to join the last cohort of the old program. 3. The Polysomnography Technician program has no changes currently. Direct questions to the program contact.
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This document summarizes the requirements and application process for the Associate Degree Nursing Advanced Placement program for Licensed Practical Nurses at Horry Georgetown Technical College. It outlines a 3 semester program beginning in either the summer or fall semesters. Applications are due January 1st-31st for the summer class or May 1st-31st for the fall class. Requirements include completing 9 prerequisite nursing courses with a minimum 2.75 GPA, having a current LPN license, and submitting transcripts and an admission affidavit. Acceptance is competitive based on weighted criteria including GPA in prerequisite courses and county residency. Additional requirements after acceptance include immunizations, background check, drug test, CPR certification, and fees.
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AT_GeneralAcuteCareMed_2015HB_FINAL_040515 (1)
This document outlines the program requirements for the Physician Readiness for Expert Practice (PREP) Advanced Training in General and Acute Care Medicine. Key requirements include a minimum of 3 years (full-time equivalent) of training, with 24 months spent in core clinical training rotations and 12 months in non-core rotations. Core training must include 6 months each in general medicine, acute medicine (Group A), Group B specialty, and either Group C specialty or additional Group B specialty. Trainees must complete assessments, learning activities, supervised clinical rotations, and 2 research projects to satisfy all program requirements.
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The document provides an overview of a training on Driving NC II (Light Vehicle). It discusses the competency-based training approach that will be used, focusing on 10 principles of CBT. It also outlines the roles of trainers and trainees in CBT. The training will cover the requirements of Driving NC II, methodologies such as CBLM, and evaluation tools. The goal is to prepare trainees for a license to professionally drive light vehicles.
Dnp flyer 2013 2014
The document summarizes the Doctor of Nursing Practice (DNP) program at Jacksonville University. It describes the DNP as preparing nurses for leadership roles through courses in various disciplines like nursing, medicine, and health policy. Students can choose between an Advanced Practice cognate focused on individuals/populations or a Leadership cognate focused on systems/organizations. The document provides details on admission requirements, course requirements including core courses and one cognate, and academic standards for the DNP program.
NSO Student Handbook
The student handbook provides information on policies such as attendance, calculating GPA, repeating courses, and changing majors. It can be found in PDF format on the college's website. The attendance policy requires students to attend 90% of classes and allows instructors to withdraw students who miss more than 10% of classes. The GPA is calculated by dividing the total quality points earned by the total credit hours, with each letter grade assigned a different number of quality points. When repeating a course, only the most recent grade is used in the GPA calculation. To change majors, a student must submit a change of major form and meet with their new academic advisor.
Internship Requirements
The document describes a food management internship program for nutrition and food science students. Students must complete between 4-12 credits or 200-400 hours of internship experience. Internships involve hands-on experience in areas like menu planning, budgeting, food safety, and event planning. Students work under an on-site supervisor and are evaluated by a faculty advisor. The goal is to provide professional development opportunities beyond entry-level jobs.
k-12
The document discusses the impact of implementing the K-12 program on State Universities and Colleges (SUCs) in Bicol Region, Philippines. It finds that most SUCs will be affected by reductions in course offerings, faculty workloads, and enrollment from 2016-2022. Specifically, general education coursework will be reduced from over 60 units to 35 units, displacing some faculty. SUCs expect declining incomes during this period due to lower enrollments. The document recommends strategies for SUCs including revising curricula, developing new programs, retraining faculty, and pursuing other income sources to address the financial impacts of K-12's implementation.
MW training stakeholder meeting Jan 2015
The document summarizes discussions around strengthening midwifery education and training in Guyana. It outlines:
1) Efforts to improve physician training through an OBGYN residency program but an identified need to strengthen midwifery competencies.
2) Proposals for mandatory in-service midwifery training, local faculty development, and curriculum review to develop a new midwifery program.
3) Challenges implementing the in-service training due to IT issues, and a need for direct nursing communication and protected time for educators.
NUR 2680L Community Health Nursing lab Course Nu
NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th- April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students in applying knowledge of
community health resources. Students will learn to manage health resources to
support the delivery of care to the individuals, families, and target populations
within the community. Special emphasis is placed on the understanding cultural
influences, social justice, and the impact of the nurse on the community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR 1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR 2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork, collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of holistic patient-centered care.
3. Utilize technological resources to effectively deliver care which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a dynamic environment.
Course Student Learning Outcomes:
At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals, fa ...
Staff development and welfare
This document discusses staff development and welfare in hospital and community nursing management. It defines staff development as programs designed to motivate, train, and educate learners to improve their knowledge, skills, and attitudes. The objectives of staff development programs are to improve staff performance and quality of care, provide knowledge updates, support evidence-based research, create a supportive work environment, and evenly distribute workloads. Staff development includes orientation, continuing education, in-service training, job counseling, and formal training programs. It also discusses the need for staff development to establish competence, satisfy interests, develop new skills, and increase productivity. The role of head nurses in staff development and factors relating to staff welfare like working hours, leaves, attendance at courses,
IPBT-ppt.pptx
This document provides an orientation on the pilot implementation of the Induction Program for Beginning Teachers (Enhanced Teacher Induction Program) for the school year 2021-2022. It outlines the procedures, roles, and responsibilities of different stakeholders involved in the program from the national, regional, division, and school levels. The program aims to provide guidance to beginning teachers through mentoring, completion of coursebooks, and other support activities over the first three years of teaching.
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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All Programs for Advisors
- 2. MEDICAL ASSISTING PROGRAM 1. Currently the largest – non limited enrollment program - cohort driven. 2. Cohorts begin in Winter term : a. Clinical course work b. Class size limited to 12 3. Transfers/Re-entries need to be reviewed and approved by Associate Dean . a. Based on cohort availability b. First come first served. 4. Program going through UbD curriculum process . a. Program start estimated to be @ 2015 for first year of rotation. b. There will not be any substitutions from the old rotation. c. Coordinated effort to best serve students. An accredited program through CAAHEP - re-accredited April 2012 – 10 years
- 4. MEDICAL OFFICE ADMINISTRATION 1. Formally the Medical Administrative Assistant Program. 2. Currently in the first year of the rotation. 3. Reentry and Transfer students will need to be approved by the Associate Dean. a. May be able to assimilate into the last cohort of MAA. b. Could end up with no classes to take if put on new rotation. 4. Designed to incorporate new technologies and program specific coursework.
- 5. MEDICAL OFFICE ADMINISTRATION 5. New courses: ICD9 + CPT 4 credit hours each, new WPG courses, Cultural Diversity, Customer Service and American Sign Language/Spanish. 6. This will be an evening program to start. 7. Student may sit for the national Certified Medical Administrative Specialist (CMAS ) examination. There is no programmatic accreditation available
- 7. MEDICAL INSURANCE SPECIALIST 1. Teaching out old rotations . 2. Anyone on old rotations after Spring of 2012 will need to be moved to the newest rotation. 3. FT rotation only – NOT doing the FTX rotation that includes Summers. 4. Winter 2012 begins the 2nd year of the rotation. 5. Re-entries: a. Must go on new rotation. b. There is no cross-over to the new rotation (no substitutions for previous core course work).
- 8. MEDICAL INSURANCE SPECIALIST 6. Students learn coding and billing together with more emphasis on reimbursement and follow-up claim skills. 7. This is an evening program only for core coursework. 8. Students can sit for a national credentialing examination – Certified Professional Coder and /or Certified Reimbursement Specialist. No programmatic accreditation available at this time
- 10. HEALTH UNIT COORDINATOR 1. New Associate Degree program began first year in Fall of 2012. – limited enrollment. 2. Program Director for this program will be Gail Manning. 766-4161. At this time , however please direct any questions to Deb Nelson 766-4155. 3. First core cohort begins in Winter of 2014, selection to program will be Spring of 2014. 4. Key points: a. 3 core theory courses b. 2 practicums c. Clinical Skills and Foundations (CENA)
- 11. HEALTH UNIT COORDINATOR 5. Transfer students can only transfer in general education and science education course work with a full understanding of limited enrollment criteria impact. 6. ―Current‖ CENA licenses may be substituted for HUC181 by approval of the Program Director/Associate Dean only. 7. Background checks will be required for this program. 8. This is currently going to start out as a day program.
- 12. HEALTH UNIT COORDINATOR 9. Multiple credentials: a. CHUC (Certified Health Unit Coordinator b. CENA (Certified Evaluated Nurse Assistant) No programmatic accreditation available
- 14. HEMODIALYSIS TECHNICIAN 1. Has transitioned from a Certificate to an Associate Degree program. a. Finishing out the Certificate program – next cohort selection Spring of 2013. b. Associate Degree cohort selection will be Fall of 2013. 2. No changes in the core coursework. 3. Transfers and Re-entries are to be approved by Georgia Wilson 766- 4127 4. This is still a limited enrollment program. Program has BONENT approval – students can sit for national examination after finishing program.
- 16. POLYSOMNOGRAPHY TECHNICIAN 1. No programmatic changes at this time. 2. Questions can be directed to Christine Robinson 766—2037.