The document discusses Criterion 3 for accredited CME providers, which requires that activities/interventions be designed to change competence, performance, or patient outcomes as stated in the provider's mission statement. Several examples are given of activities complying with and not complying with this criterion by being designed to change knowledge, competence, performance, or outcomes.
Handout from panel session on "Supporter/Provider Expectations Panel — How they Can Work Together to Better Align Expectations" at the CBI’s 11th Forum on Independent Medical Education and Grants (
SEC Warns RIAs About Complying With The Custody RuleAdvisors4Advisors
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Continuing Medical Education Market Statistics & Trends -- July 2014Charge Ahead Marketing
General information and trends in continuing medical education (CME), as well as key takeways that those trends necessitate, based on Accreditation Council for Continuing Medical Education (ACCME) 2013 Annual Report data (released July 2014) and general market analysis for trends impacting participation in education across health care.
Controlling Dr.Rangappa.S.Ashi Associate Professor SDM Institute of Nursing S...rangappa
The process of monitoring , comparing , correcting performance and taking action to ensure desired results.
Making right things happen in the right ways and at the right time.
Handout from panel session on "Supporter/Provider Expectations Panel — How they Can Work Together to Better Align Expectations" at the CBI’s 11th Forum on Independent Medical Education and Grants (
SEC Warns RIAs About Complying With The Custody RuleAdvisors4Advisors
SEC issues compliance alert after its Office of Compliance Inspections and Examinations (OCIE) found deficiencies that about of a third of RIAs with significant deficiencies were not complying with custody rules.
Continuing Medical Education Market Statistics & Trends -- July 2014Charge Ahead Marketing
General information and trends in continuing medical education (CME), as well as key takeways that those trends necessitate, based on Accreditation Council for Continuing Medical Education (ACCME) 2013 Annual Report data (released July 2014) and general market analysis for trends impacting participation in education across health care.
Controlling Dr.Rangappa.S.Ashi Associate Professor SDM Institute of Nursing S...rangappa
The process of monitoring , comparing , correcting performance and taking action to ensure desired results.
Making right things happen in the right ways and at the right time.
Clinical Assignment Quality Improvement Final Project GoalWilheminaRossi174
Clinical Assignment: Quality Improvement Final Project
Goal:
· Combine your Quality Improvement Project Part 1 through Part 3 and finalize the Quality Improvement Project.
· Compose a conclusion for your Quality Improvement Project.
Content Requirements:
1. A description of the clinical issue to be addressed in the project.
2. An assessment of clinical issue that is the focus of the quality improvement project.
3. A SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. Analysis of the strengths, weaknesses, opportunities, and threats related to the quality improvement process.
4. An outline of the action plan for the project.
5. Discuss stakeholders and decision makers who need to be involved in the quality improvement project.
6. Discuss resources including budget, personnel and time needed for the quality improvement project.
7. Discuss potential strategies for implementation and evaluation.
8. Conclusion
Submission Instructions:
· Refine your Quality Improvement Project Part 1, Part 2, and Part 3 based on your instructor's feedback.
· The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
· The final project is to be 8 - 12 pages in length and formatted per current APA, excluding the title, abstract and references page.
· Incorporate a minimum of 12 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
· Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).
Running Head: QUALITY IMPROVEMENT PROJECT 3
QUALITY IMPROVEMENT PROJECT
Part 3
June 20, 2021
Quality Improvement Project
Action Plan
Outline
-Defining the scope of the recruitment work plan, nursing residency enhancement, and career development projects.
-Allocation of responsibilities to stakeholders of the project departments.
-Estimate and create workable timelines and activities for each team.
-Note down the budget for the project.
The project involves an action plan to ensure quality improvement in the nursing profession. It is based on the fact that there is a significant shortage of nursing practitioners, which directly affects their quality of service. The action plan itself involves defining the nature of the recruitment work plan, which will be in connection to the newly graduated nurses with no experience and using their feedback on the job to determine if they will retain them. The work plan will involve questionnaire interviews, group sessions, and one-on-one interviews about the state of the job as the nurse continues.
The action plan will also include research on the state of nursing residency facilities at different medical institutions and later crafting proposals to the medical center and the government department involved in their nursing residency facilities with recommendations. Th ...
This week, you examine cellular processes that are subject to alteTakishaPeck109
This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.
Scenario:
An 83-year-old resident of a skilled nursing facility presents to the emergency department with generalized edema of extremities and abdomen. History obtained from staff reveals the patient has history of malabsorption syndrome and difficulty eating due to lack of dentures. The patient has been diagnosed with protein malnutrition
Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation: I suggest that each bullet point be a subject heading and submit in APA format. Each bullet point should reflect a subject heading followed by subsequent content reflective of primary source(s) of reference published within the last 6 years.
. The role genetics plays in the disease.
. Why the patient is presenting with the specific symptoms described.
. The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
. The cells that are involved in this process.
. How another characteristic (e.g., gender, genetics) would change your response.
6
Training and Evaluation for Shell Company
Name
Department, Institutional Affiliation
Course
Instructor
Date
Training and Evaluation for Shell Company
Training programs can sometimes be costly endeavor for modern firms. In the United States, for example, firms often allocate a total of approximately $170 billion in human resource development and professional courses. These investments are often necessary for attracting and retaining highly talented and qualified employees, and keeping up with contemporary technological requirements. Furthermore, employee participation in high-quality training increases their opportunities for advancements, skill development, as well as professional growth. During financial crises, however, firms often tend to cut the funds that are apportioned for training employees in new skills and competences. These decisions are often regarded as unaffordable luxuries. Thus, evaluation programs should be established to assess the success of training initiatives. Shell Company requires an elaborate and effective evaluation plan to determine if the training benefits justify the financial investments, and if the knowledge and skills that are gained in the training courses are indeed applied in real-work settings.
Link to the first evaluation form
https://docs.google.com/forms/d/1_ulhJ1Mf6OgxufxH5GG1YhK41C50hlRTsF247UAaKgY/edit
Reasons for Selecting the first Evaluation Instrument
There are various reasons why I selected the above evaluation instrument. This instrument was informed by the Kirkpatrick’s Taxonomy model, which provides a comprehensive framework for designing an efficacious assessment criteria. The model or example, provides a fo ...
CRITICAL PATHWAY FOR NURSING ADMINISTRATION.VIKRANT KULTHE
Respected,
all Administration and Nursing Management student its very helpful for a critical planing and critical care plan for the patients those who are hospitalize. The critical pathway means a plan of care to the patients or plan for project. I hope its helpful for all student.
thanking you!!!!!!!
From our December 2017 showcase, see how AcademyOne has developed a use case to capitalize on the Credential Registry's data in order to solve a real-world problem
Please Read the Criteria guide for this assessment to be evaluated avelmakostizy
Please Read the Criteria guide for this assessment to be evaluated at the end; attached!
Prepare for inter-professional stakeholders a 10–12-slide presentation (not including title and reference pages) explaining how nurse leaders can use information technology to improve nursing practices that support and sustain positive patient outcomes. You do not need to actually present your assessment but be sure to include speaker's notes for each slide.
The dissemination of evidence-based practice outcomes helps nurses build stakeholder engagement and support for the use of information system and technology for health care delivery.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Describe the importance of effective scholarship and evidence-based information to advance the profession of nursing.
Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.
Describe how theory development and research exploration supports nursing practice changes that increase positive patient outcome.
Competency 3: Explain the use of information management tools and technologies to monitor and improve health care delivery and patient outcomes.
Identify a nursing practice that has recently changed in a specific health care setting.
Describe how nurse leaders use communication to build inter-professional stakeholder engagements.
Competency 4: Communicate in a manner that is consistent with expectations of a nursing professional.
Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.
Assessment Instructions
For this assessment, imagine a group of inter-professional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices.
You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource.
Preparation
Select a nursing practice in your own health care setting that has changed for the better since you first began nursing.
Directions
Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation:
Describe briefly an example of a nursing practice that has changed in the last two years.
Explain how theory development, research exploration, and informatio ...
Similar to Criterion 3 (compliance and non compliance) (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. CRITERION 3
The provider generates activities/educational interventions that are designed to
change competence, performance, or patient outcomes as described in its
mission statement.
ACCME Note
This criterion is the implementation of Criterion 2 in the provider's overall program of CME. In the
planning of its program of CME activities, the provider must attempt to change physicians' competence,
performance, or patient outcomes, based on what was identified as needs (that underlie a professional
practice gap). The ACCME's expectation is that the education will be designed to change learners'
strategies (competence), or what learners actually do in practice (performance), or the impact on the patient
or on healthcare (patient outcomes). The ACCME affirms that 'knowledge' is acceptable content for
accredited CME. With respect to Criteria 3 and 11, even if the preponderance of a provider's activities is
focused solely on changing knowledge, the provider must still show how these activities contribute to the
overall program's efforts to change learners' competence, or performance or patient outcomes.
EXAMPLES OF COMPLIANCE:
• CRITERION 3: EXAMPLE 1
Activities are designed to change competence through the use of case-based
scenarios and an Audience Response System that poses questions about what the
learners would do when presented with the case.
• CRITERION 3: EXAMPLE 2
Activities are designed to change performance (surgical skills lab utilizing models,
cadavers) with the ultimate goal of improving patient outcomes.
• CRITERION 3: EXAMPLE 3
The provider designs activities that translate gaps and needs into educational
activities intended to change competence, performance and patient outcomes. The
provider's planning document juxtaposes identified gaps with a desired result and
content to focus meeting a need of knowledge, competence, or performance.
• CRITERION 3: EXAMPLE 4
The provider provides examples of their activities designed to change knowledge,
competence, and performance and provided faculty with tools and instructions on
how to incorporate clinical cases into their course curriculum in an effort to move
learners beyond changes in knowledge to changes in competence.
• CRITERION 3: EXAMPLE 5
The provider utilizes didactic lectures and an annual, case-based slide survey for
practical skills training in clinical pediatric xxxxx.
• CRITERION 3: EXAMPLE 6
As part of its planning process, the provider ensures that each activity is designed to
change physician strategies that can be applied to practice. The provider measures
this outcome by including an evaluation component that asks, "Will you make
changes in your practice as a result of this activity?" and "Please describe a specific
change you will make to your practice."
• CRITERION 3: EXAMPLE 7
The provider directly links objectives to a single professional practice gap it identified
as "mission critical" for its entire CME program. These objectives are consistent with,
Accessed
from
http://www.accme.org/requirements/accreditation-‐requirements-‐
cme-‐providers/examples-‐compliance-‐noncompliance
on
3/5/13
2. and support achievement of the CME mission to, "improve physician performance with
regard to communicating with patients."
EXAMPLES OF NON-COMPLIANCE:
• CRITERION 3: EXAMPLE 8
The provider described in its self-study report the generation of activities designed to
change competence, performance, or patient outcomes as described in its mission
statement. However, there was no evidence of the implementation of this process in
the activities reviewed.
• CRITERION 3: EXAMPLE 9
The provider describes in its self-study report and presents evidence that its activities
were solely designed to change knowledge. In addition, the provider did not
demonstrate that it collected and analyzed data and information to assess the
compliance of its program of regularly scheduled series (RSS) for Criterion 2. RSS
comprise over 50% of the provider's total hours of instruction during its current term.
• CRITERION 3: EXAMPLE 10
Although the provider describes in its self-study report the generation of activities
designed to change patterns of care and the application of new information, the
examples presented in the self-study report and in the activities reviewed show
evidence only of activities designed to change knowledge, not competence,
performance, or patient outcomes.
Accessed
from
http://www.accme.org/requirements/accreditation-‐requirements-‐
cme-‐providers/examples-‐compliance-‐noncompliance
on
3/5/13