Quality and safety improvement leads directly to
better patient outcomes, improves operational productivity,
increases patient and staff satisfaction, and reduces costs.
This unique program is designed to advance quality and
safety in your organization.
Government ministries, hospitals, health systems,
and universities are working with Joint Commission
International® ( JCI) to bring evidence-based education
to staff through JCI’s Health Care Quality Management
& Patient Safety Diploma Program.
This document outlines standards for improving patient and client experience in health and social care. It identifies five key standards: respect, attitude, behaviour, communication, and privacy/dignity. Stakeholder groups provided input in developing these standards. Organizations are encouraged to monitor performance against the standards and continuously improve the patient experience through activities like policy development and staff training. The overall goal is to ensure patients feel respected, cared for, and involved in their treatment.
Accreditation is a formal process where a recognized body assesses if a healthcare organization meets predetermined standards. The key purposes of accreditation are to improve healthcare quality and establish optimal standards. Health care accreditation bodies use various evaluation methods during on-site surveys, such as interviews, observations, and document reviews, to determine if organizations meet standards. Some of the main benefits of accreditation include stimulating quality improvement, enhancing healthcare organization image, and strengthening public confidence. In India, important accrediting bodies include the Quality Council of India, National Accreditation Board for Testing and Calibration Laboratories, and National Accreditation Board for Hospitals and Healthcare Providers.
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
1. Quality assurance is a dynamic process through which nurses ensure accountability for the quality of care provided and guarantee society that nursing professionals are regulating services.
2. The process of quality assurance involves setting standards, appraising actual achievement against those standards, planning improvements when gaps are identified, and taking action when quality of care is below standards.
3. Models of quality assurance include the philosophy model, American Nurses Association model, and system model, which break quality assurance into components like input, throughput, output and feedback.
4. Factors affecting quality assurance include lack of resources, personnel issues, improper maintenance, and absence of patient satisfaction surveys or nursing care records.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
The document discusses infection control in the ICU, including definitions, incidence of infection, and methods to limit infections in critical areas. It covers standard precautions like hand hygiene and personal protective equipment. It also discusses disinfection, sterilization, types of devices and appropriate decontamination methods. Specific bundles to prevent ventilator-associated pneumonia and central line-associated bloodstream infections are also outlined.
Quality and safety improvement leads directly to
better patient outcomes, improves operational productivity,
increases patient and staff satisfaction, and reduces costs.
This unique program is designed to advance quality and
safety in your organization.
Government ministries, hospitals, health systems,
and universities are working with Joint Commission
International® ( JCI) to bring evidence-based education
to staff through JCI’s Health Care Quality Management
& Patient Safety Diploma Program.
This document outlines standards for improving patient and client experience in health and social care. It identifies five key standards: respect, attitude, behaviour, communication, and privacy/dignity. Stakeholder groups provided input in developing these standards. Organizations are encouraged to monitor performance against the standards and continuously improve the patient experience through activities like policy development and staff training. The overall goal is to ensure patients feel respected, cared for, and involved in their treatment.
Accreditation is a formal process where a recognized body assesses if a healthcare organization meets predetermined standards. The key purposes of accreditation are to improve healthcare quality and establish optimal standards. Health care accreditation bodies use various evaluation methods during on-site surveys, such as interviews, observations, and document reviews, to determine if organizations meet standards. Some of the main benefits of accreditation include stimulating quality improvement, enhancing healthcare organization image, and strengthening public confidence. In India, important accrediting bodies include the Quality Council of India, National Accreditation Board for Testing and Calibration Laboratories, and National Accreditation Board for Hospitals and Healthcare Providers.
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
1. Quality assurance is a dynamic process through which nurses ensure accountability for the quality of care provided and guarantee society that nursing professionals are regulating services.
2. The process of quality assurance involves setting standards, appraising actual achievement against those standards, planning improvements when gaps are identified, and taking action when quality of care is below standards.
3. Models of quality assurance include the philosophy model, American Nurses Association model, and system model, which break quality assurance into components like input, throughput, output and feedback.
4. Factors affecting quality assurance include lack of resources, personnel issues, improper maintenance, and absence of patient satisfaction surveys or nursing care records.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
The document discusses infection control in the ICU, including definitions, incidence of infection, and methods to limit infections in critical areas. It covers standard precautions like hand hygiene and personal protective equipment. It also discusses disinfection, sterilization, types of devices and appropriate decontamination methods. Specific bundles to prevent ventilator-associated pneumonia and central line-associated bloodstream infections are also outlined.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
Continuing professional development (CPD) programs help pharmacists maintain competence through lifelong learning. CPD involves a cyclical process of reflection, planning, action, evaluation and recording. It aims to identify and meet individual learning needs. As pharmacy practice evolves, CPD is necessary to keep knowledge and skills updated. The key principles are that CPD is ongoing, self-directed, and covers the entire scope of a pharmacist's practice. Barriers to CPD include lack of time, resources, and motivation. Continuing education provides structured learning activities but CPD emphasizes a self-directed approach to lifelong learning.
This document discusses key concepts related to quality assurance in healthcare. It defines terms like quality, quality management, continuous quality improvement, and accreditation. It describes models for quality assurance like the Donabedian model and discusses factors that can affect quality assurance in nursing care. The document also outlines standards, indicators, and tools that can be used for quality control and improvement efforts. Overall, the document provides a comprehensive overview of the principles, approaches, and considerations involved in quality assurance programs for healthcare organizations.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
Here are some potential problems with the client's goals and how the care manager could offer guidance:
- The goals are too ambitious and unrealistic given the client's history and health conditions. Trying to make such drastic changes quickly could lead to failure and decreased motivation.
- The care manager could suggest starting with small, gradual changes that are more sustainable, like taking a 30-minute walk 3 times a week and cutting back on added sugars rather than eliminating them completely.
- Setting incremental, achievable goals will help the client experience success and build confidence in their ability to improve their health long-term. The care manager should emphasize progress over perfection.
- The care manager could also explore what barriers might get in the way of
Achieving Patient delight with Quality - Dr V.P Thomas at Knowledge Series Se...Hosmac India Pvt Ltd
This document discusses quality initiatives at Dr L H Hiranandani Hospital, an NABH accredited hospital in Mumbai. It provides an introduction to the hospital's history and mission of providing quality healthcare. It outlines how quality is emphasized at every level of care delivery, from interactions with security and cleanliness to nursing, doctors, and leadership. Charts show high patient satisfaction ratings. Best practices for maintaining quality include reviewing feedback, clear communication, identifying issues, and responding to complaints promptly. The hospital aims to be the preferred choice for healing through its commitment to continuous quality improvement.
The document discusses hospital accreditation in India. It defines hospital accreditation and outlines its key driving factors like consumer protection acts. The benefits of accreditation include ensuring quality care for patients, attracting foreign patients, and quality assurance. The major accrediting bodies in India are the National Accreditation Board for Hospitals (NABH) and the Quality Council of India (QCI). NABH has 10 chapters and 100 standards covering areas like patient care, medication management, and infection control. Benefits of NABH accreditation include improved patient outcomes and satisfaction. The document also summarizes two research studies on the impacts and effectiveness of healthcare accreditation standards.
Certified Quality Professional Specialization in Healthcare QualityVin Williams
Certified Quality Professional with specialization in Healthcare (CQPH)course is an excellent professional program on 'Quality Management' brought out by ‘Quality Professionals Group (QPG)’ through distance learning mode. It provides you with a flexibility to study at your own place, at your own pace and still be able to learn about the subject and acquire additional qualifications.
The successful completion of this program shall result into a certificate issued by QPG under approval and accreditation from The CPD Standards Office, UK as a 'Certified Quality Professional'
The document provides an overview of the UK's revalidation process for general practitioners (GPs). It discusses the following key points:
- Revalidation involves regular appraisal and review of GPs' fitness to practice through a portfolio of evidence demonstrating their compliance with standards.
- Evidence is assessed against four domains: knowledge and performance, safety and quality, communication and teamwork, and maintaining trust.
- GPs must complete continuous professional development activities, maintain an up-to-date personal development plan, and demonstrate the impact of their learning on patient care.
- A responsible officer makes revalidation recommendations to the General Medical Council based on the GP's portfolio and other performance evidence.
Accreditation is an ongoing evaluation process where educational institutions meet predetermined standards set by accrediting agencies. It serves several purposes, including maintaining adequate admission requirements, minimum academic standards, and stimulating institutional self-improvement. There are different types of accrediting bodies, including regional, state, national, and professional agencies in India such as UGC, AICTE, NAAC, MCI, and INC. Accreditation involves periodic inspections to ensure standards continue to be met.
The document discusses the South Eastern Sydney Recovery College (SESRC), an educational initiative in Australia focused on mental health recovery. It operates using a co-production framework where people with lived experience of mental health issues and professionals jointly plan and deliver courses. Staff interviews found co-production within the Recovery College setting was transformational. Since opening in July 2014, the Recovery College has held courses for over 100 students, including consumers, carers, clinicians, and staff. Feedback has been positive about the inclusion of lived experience perspectives.
This document outlines the Personal Support Worker (PSW) program offered at several colleges in Ontario. The one-year certificate program prepares students to work as PSWs providing care to individuals in their homes or long-term care facilities. The program includes courses in anatomy, health challenges, supportive care, and two clinical placements. Graduates are qualified to work under supervision in retirement homes, nursing homes, and community agencies.
The document discusses key strategies for hospital success, including establishing the business case for health information technology, redesigning processes around new technologies, and using technology to extend patient-centered care beyond hospital walls. It also covers best practices like incorporating evidence-based design principles in construction, including stakeholders in the design process, and designing flexibility into buildings. Additional topics include promoting economic viability, the benefits of electronic medical records, achieving patient-centered care, comprehensive care planning, and using social media and marketing.
Community Health Nursing Syllabus-sampleYisehak Tura
This course focuses on family and community health nursing. It is a 2 credit course that includes 2 hours of class per week, as well as 12 hours of service learning. Students will learn about health assessments, health education, health disparities, and planning nursing care for families' health. Learning outcomes include applying evidence-based care, integrating interprofessional perspectives in planning care, and demonstrating knowledge of advocacy. Teaching methods include readings, discussions, lectures, and 8 hours of service learning working with families in the community while reflecting on experiences. Students will be evaluated through participation, quizzes, service learning journals, and a final exam.
This document provides information about a one-day healthcare evaluation training course. The course will introduce evaluation methodologies and tools to assess quality dimensions. Attendees will learn to evaluate healthcare using models like Donabedian and indicators from organizations like AHRQ. Techniques like surveys, tracer methodology and problem solving will be covered. The trainer, Dr. Abdalla Ibrahim, is a certified healthcare surveyor who will use presentations, cases studies and discussions to deliver the course.
The document discusses key principles of quality healthcare in both developed and developing countries. It addresses factors like the organization of care delivery, common errors, available resources, and the roles of nursing. It also discusses goals and definitions of quality care according to organizations like the WHO and IOM. Nursing's impact on quality is discussed both positively and negatively in the US and developing countries.
Clinical Trainer and Assessor Role Description Peter Griffiths
This role provides training and assessment services for nationally recognized training courses, with primary responsibility for Certificate 3 in Health Services Assistance. Key responsibilities include ensuring compliance with training standards, developing training and assessment strategies, delivering training, assessing students, and maintaining accurate records. The ideal candidate will have relevant qualifications including nursing registration, a Certificate IV in Training and Assessment, and demonstrate strong communication, planning, and relationship building skills.
This document discusses competency-based medical education and assessment. It defines assessment, differentiates it from evaluation, and explains why assessment is important. Competency-based medical education assesses trainees on specific competencies and milestones rather than time in training. The Accreditation Council for Graduate Medical Education established six core competencies and specialty-specific milestones to guide competency-based assessments of residents.
The five ACEND standards for accrediting dietetic education programs are: 1) program eligibility, 2) planning and outcomes assessment, 3) curriculum and learning objectives, 4) staff and resources, and 5) students. The document then discusses coordinated programs, didactic programs, verification statements, becoming a registered dietitian or dietetic technician, and the benefits of graduate degrees.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
Continuing professional development (CPD) programs help pharmacists maintain competence through lifelong learning. CPD involves a cyclical process of reflection, planning, action, evaluation and recording. It aims to identify and meet individual learning needs. As pharmacy practice evolves, CPD is necessary to keep knowledge and skills updated. The key principles are that CPD is ongoing, self-directed, and covers the entire scope of a pharmacist's practice. Barriers to CPD include lack of time, resources, and motivation. Continuing education provides structured learning activities but CPD emphasizes a self-directed approach to lifelong learning.
This document discusses key concepts related to quality assurance in healthcare. It defines terms like quality, quality management, continuous quality improvement, and accreditation. It describes models for quality assurance like the Donabedian model and discusses factors that can affect quality assurance in nursing care. The document also outlines standards, indicators, and tools that can be used for quality control and improvement efforts. Overall, the document provides a comprehensive overview of the principles, approaches, and considerations involved in quality assurance programs for healthcare organizations.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
Here are some potential problems with the client's goals and how the care manager could offer guidance:
- The goals are too ambitious and unrealistic given the client's history and health conditions. Trying to make such drastic changes quickly could lead to failure and decreased motivation.
- The care manager could suggest starting with small, gradual changes that are more sustainable, like taking a 30-minute walk 3 times a week and cutting back on added sugars rather than eliminating them completely.
- Setting incremental, achievable goals will help the client experience success and build confidence in their ability to improve their health long-term. The care manager should emphasize progress over perfection.
- The care manager could also explore what barriers might get in the way of
Achieving Patient delight with Quality - Dr V.P Thomas at Knowledge Series Se...Hosmac India Pvt Ltd
This document discusses quality initiatives at Dr L H Hiranandani Hospital, an NABH accredited hospital in Mumbai. It provides an introduction to the hospital's history and mission of providing quality healthcare. It outlines how quality is emphasized at every level of care delivery, from interactions with security and cleanliness to nursing, doctors, and leadership. Charts show high patient satisfaction ratings. Best practices for maintaining quality include reviewing feedback, clear communication, identifying issues, and responding to complaints promptly. The hospital aims to be the preferred choice for healing through its commitment to continuous quality improvement.
The document discusses hospital accreditation in India. It defines hospital accreditation and outlines its key driving factors like consumer protection acts. The benefits of accreditation include ensuring quality care for patients, attracting foreign patients, and quality assurance. The major accrediting bodies in India are the National Accreditation Board for Hospitals (NABH) and the Quality Council of India (QCI). NABH has 10 chapters and 100 standards covering areas like patient care, medication management, and infection control. Benefits of NABH accreditation include improved patient outcomes and satisfaction. The document also summarizes two research studies on the impacts and effectiveness of healthcare accreditation standards.
Certified Quality Professional Specialization in Healthcare QualityVin Williams
Certified Quality Professional with specialization in Healthcare (CQPH)course is an excellent professional program on 'Quality Management' brought out by ‘Quality Professionals Group (QPG)’ through distance learning mode. It provides you with a flexibility to study at your own place, at your own pace and still be able to learn about the subject and acquire additional qualifications.
The successful completion of this program shall result into a certificate issued by QPG under approval and accreditation from The CPD Standards Office, UK as a 'Certified Quality Professional'
The document provides an overview of the UK's revalidation process for general practitioners (GPs). It discusses the following key points:
- Revalidation involves regular appraisal and review of GPs' fitness to practice through a portfolio of evidence demonstrating their compliance with standards.
- Evidence is assessed against four domains: knowledge and performance, safety and quality, communication and teamwork, and maintaining trust.
- GPs must complete continuous professional development activities, maintain an up-to-date personal development plan, and demonstrate the impact of their learning on patient care.
- A responsible officer makes revalidation recommendations to the General Medical Council based on the GP's portfolio and other performance evidence.
Accreditation is an ongoing evaluation process where educational institutions meet predetermined standards set by accrediting agencies. It serves several purposes, including maintaining adequate admission requirements, minimum academic standards, and stimulating institutional self-improvement. There are different types of accrediting bodies, including regional, state, national, and professional agencies in India such as UGC, AICTE, NAAC, MCI, and INC. Accreditation involves periodic inspections to ensure standards continue to be met.
The document discusses the South Eastern Sydney Recovery College (SESRC), an educational initiative in Australia focused on mental health recovery. It operates using a co-production framework where people with lived experience of mental health issues and professionals jointly plan and deliver courses. Staff interviews found co-production within the Recovery College setting was transformational. Since opening in July 2014, the Recovery College has held courses for over 100 students, including consumers, carers, clinicians, and staff. Feedback has been positive about the inclusion of lived experience perspectives.
This document outlines the Personal Support Worker (PSW) program offered at several colleges in Ontario. The one-year certificate program prepares students to work as PSWs providing care to individuals in their homes or long-term care facilities. The program includes courses in anatomy, health challenges, supportive care, and two clinical placements. Graduates are qualified to work under supervision in retirement homes, nursing homes, and community agencies.
The document discusses key strategies for hospital success, including establishing the business case for health information technology, redesigning processes around new technologies, and using technology to extend patient-centered care beyond hospital walls. It also covers best practices like incorporating evidence-based design principles in construction, including stakeholders in the design process, and designing flexibility into buildings. Additional topics include promoting economic viability, the benefits of electronic medical records, achieving patient-centered care, comprehensive care planning, and using social media and marketing.
Community Health Nursing Syllabus-sampleYisehak Tura
This course focuses on family and community health nursing. It is a 2 credit course that includes 2 hours of class per week, as well as 12 hours of service learning. Students will learn about health assessments, health education, health disparities, and planning nursing care for families' health. Learning outcomes include applying evidence-based care, integrating interprofessional perspectives in planning care, and demonstrating knowledge of advocacy. Teaching methods include readings, discussions, lectures, and 8 hours of service learning working with families in the community while reflecting on experiences. Students will be evaluated through participation, quizzes, service learning journals, and a final exam.
This document provides information about a one-day healthcare evaluation training course. The course will introduce evaluation methodologies and tools to assess quality dimensions. Attendees will learn to evaluate healthcare using models like Donabedian and indicators from organizations like AHRQ. Techniques like surveys, tracer methodology and problem solving will be covered. The trainer, Dr. Abdalla Ibrahim, is a certified healthcare surveyor who will use presentations, cases studies and discussions to deliver the course.
The document discusses key principles of quality healthcare in both developed and developing countries. It addresses factors like the organization of care delivery, common errors, available resources, and the roles of nursing. It also discusses goals and definitions of quality care according to organizations like the WHO and IOM. Nursing's impact on quality is discussed both positively and negatively in the US and developing countries.
Clinical Trainer and Assessor Role Description Peter Griffiths
This role provides training and assessment services for nationally recognized training courses, with primary responsibility for Certificate 3 in Health Services Assistance. Key responsibilities include ensuring compliance with training standards, developing training and assessment strategies, delivering training, assessing students, and maintaining accurate records. The ideal candidate will have relevant qualifications including nursing registration, a Certificate IV in Training and Assessment, and demonstrate strong communication, planning, and relationship building skills.
This document discusses competency-based medical education and assessment. It defines assessment, differentiates it from evaluation, and explains why assessment is important. Competency-based medical education assesses trainees on specific competencies and milestones rather than time in training. The Accreditation Council for Graduate Medical Education established six core competencies and specialty-specific milestones to guide competency-based assessments of residents.
The five ACEND standards for accrediting dietetic education programs are: 1) program eligibility, 2) planning and outcomes assessment, 3) curriculum and learning objectives, 4) staff and resources, and 5) students. The document then discusses coordinated programs, didactic programs, verification statements, becoming a registered dietitian or dietetic technician, and the benefits of graduate degrees.
What is CPD in Health and Social Care.pdfCPD Endorsed
CPD, or Continuous Professional Development, is an important process for health and social care professionals to continuously update their skills and knowledge through ongoing education. It involves creating a personalized development plan to identify weaknesses to improve on and engaging in accredited learning activities that are relevant, up-to-date, and high-quality. CPD benefits professionals through improved patient outcomes, career advancement opportunities, enhanced confidence from staying up-to-date on best practices, and personal growth. It is crucial for health and social care professionals to commit to CPD to ensure they can provide the best possible care that adapts to changes in their fields.
Quality assurance and accredition, nursing standardsMahmoud Shaqria
The document discusses several key concepts related to quality assurance in nursing, including definitions of quality assurance, accreditation, nursing standards, nursing audit, and total quality management. It outlines the objectives, components, principles, and processes involved in quality assurance programs. Factors affecting quality assurance are also examined. Accreditation is defined and its purpose and preparation strategies are outlined. The definition, purpose, types, and use of nursing standards and nursing audits are provided. Total quality management is defined and its components, principles, and emphasis on continuous improvement are described.
14ab1t0007 continuing professional development programsRamesh Ganpisetti
The document discusses continuing professional development (CPD) programs for pharmacists. It defines CPD as a structured process designed to support continuous development and maintain professional competence. The principles of CPD include that it is a systematic, ongoing and self-directed process that includes all aspects of a practitioner's work. The CPD cycle involves reflection, planning activities, taking action, and evaluating outcomes. Barriers to CPD include that it takes time and can be difficult to identify relevant learning activities and evaluate their impact.
Advancing and Managing Your Professional Nursing Career Chapte.docxnettletondevon
Advancing and Managing Your Professional Nursing Career
Chapter 7
1
Nursing: A Job or a Career? (1 of 2)
View of nursing as a job:
Obtains least amount of education needed for nursing licensure
Obtains the minimum continuing education units required for licensure and/or the job
Continues with job as long as it meets personal needs of nurse; expects reasonable work for reasonable pay; responsibility ends with shift
2
Nursing: A Job or a Career? (2 of 2)
View of nursing as a career:
Obtains a BSN and often pursues an advanced nursing degree
Engages in formal and informal lifelong learning experiences across the career
Actively and joyfully engages in practicing the art and science of professional nursing as a member and possibly leader in professional nursing initiatives within the nurse’s healthcare agency and in professional nursing
3
Trends to Consider in Nursing
Career Decisions
Where health care is delivered
The type of practitioners needed
The nursing educational preparation required to provide this care
4
Key Messages from
The Future of Nursing
Nurses should practice to the full extent of their education and training
Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression
Nurses should be full partners, with physicians and other healthcare professionals, in redesigning health care in the U.S.
Effective workforce planning and policy making require better data collection and an improved information infrastructure
5
Recommendations from
The Future of Nursing
Remove scope-of-practice barriers
Expand opportunities for nurses to lead and diffuse collaborative improvement efforts
Implement nurse residency programs
Increase the percentage of nurses with a baccalaureate degree to 80% by 2020
Double the number of nurses with a doctorate by 2020
Ensure that nurses engage in lifelong learning
Prepare and enable nurses to lead change to advance health
Build an infrastructure for the collection and analysis of interprofessional healthcare workforce data
6
The Future of Nursing:
Campaign for Action Video
https://youtu.be/V_PnaXjVn2c
Questions to Ask Yourself (1 of 4)
What is the future of nursing for me?
Am I currently practicing to the fullest extent of my nursing education and training?
What changes need to occur in my current practice in order to actualize this personal vision of my career?
What are the projected employment trends and opportunities for nursing in my area?
8
Questions to Ask Yourself (2 of 4)
Have I achieved the highest level of education and training to support my desired career goals?
What career path am I best equipped for and motivated to pursue to lead change and advance health and what specialization should I consider?
Have I sought out and had a dialogue with seasoned colleagues who have demonstrated success in advancing their nursing careers and elicited their input on trends in nursing practi.
This document discusses how partnering with diabetes educators can benefit physicians and their patients. Diabetes educators are licensed healthcare professionals who specialize in patient education and self-management training. They can increase practice efficiency, help meet quality goals, monitor patient progress, and assist with medication management. The document provides information on contracting with independent educators, directly employing educators, and referring patients to education programs. It emphasizes that diabetes educators empower patients to better manage their condition through lifestyle modifications and self-care behaviors.
Certified life skills and wellness coach programParvathy Menon
This document summarizes a training program that aims to train professionals from various backgrounds as wellness coaches. The training provides systematic coaching skills based on behavioral change psychology, nutrition, and wellness business principles. Participants learn to create wellness plans with clients and shift responsibility to clients to make lasting lifestyle changes. The training covers core coaching competencies, readiness for change, wellness mapping and assessment, creating wellness visions and plans, and coaching clients with health challenges.
Certified life skills and wellness coach programParvathy Menon
This document summarizes a training program for wellness coaches that aims to help participants gain the skills and competencies needed to coach clients in making lasting lifestyle changes. The training covers topics like behavioral change psychology, nutrition, health promotion concepts, and coaching methodologies like wellness mapping and assessing readiness for change. Participants will learn how to create wellness plans with clients, support medical compliance, and address specific health challenges through coaching. The training uses a blended approach including didactic, participative, and online elements with a focus on demonstrating and practicing coaching skills.
Duke Integrative Medicine offers several professional training programs to healthcare organizations and businesses to support patient-centered care and health behavior change. They provide online courses on value-based care, health behavior change, and integrative health coaching. The courses teach skills like patient engagement, preventive health visits, documentation, and coding. They aim to increase patient engagement in health goals and behaviors through techniques like personal health planning. The integrative health coaching certification trains providers in health behavior change and patient-centered care using motivational methods to facilitate lifestyle changes.
Duke Integrative Medicine offers several professional training programs to healthcare organizations and businesses to support patient-centered care and health behavior change. They provide online courses on value-based care, health behavior change, and integrative health coaching. The courses teach skills like patient engagement, preventive health visits, documentation, and coding. They aim to increase patient engagement in health goals and behaviors through techniques like personal health planning. The integrative health coaching certification trains providers in health behavior change and patient-centered care using motivational methods to facilitate lifestyle changes.
ADHD coaching is an emerging field that aims to help individuals with ADHD achieve their goals through regular check-ins, encouragement, and practical strategies. Coaches focus on time management, organization, motivation, and overcoming daily challenges rather than underlying causes. While research is still limited, coaching shows potential as a supplement to established ADHD treatments. It is important to find a coach with proper training and experience working with ADHD. Coaching differs from therapy in that coaches do not address underlying issues and focus on practical daily living skills rather than problem diagnosis.
Quality assurance is a way of preventing mistakes and defects in manufactured products and avoiding problems when delivering products or services to customers; which ISO 9000 defines as "part of quality management focused on providing confidence that quality requirements will be fulfilled".
This document introduces Standards-Based Management and Recognition (SBM-R) as a practical approach for improving health service performance and quality. SBM-R follows four steps: 1) setting standards of performance, 2) implementing the standards, 3) measuring progress, and 4) recognizing achievements. It is a standardization methodology that defines desired levels of performance through operational standards. Key aspects of SBM-R include its focused approach on a specific health issue, use of proactive standards to guide improvement rather than focusing on problems, and emphasis on internal assessment and motivation through recognition. The document explains how SBM-R is implemented and supported as a streamlined quality improvement strategy.
DEVELOPMENT AND MAINTENANCE OF STANDARDS ,ACCREDITATION (2).pptxKaranSingh321255
This document discusses standards and accreditation in nursing education programs. It defines accreditation as the process by which an organization recognizes a program as meeting certain quality standards. There are different types of accreditation bodies, including national agencies, national professional organizations, and state bodies. Standards serve as guidelines for developing, evaluating, and improving nursing education programs to ensure graduates are prepared for safe practice. The document outlines four common standards related to mission/governance, curriculum/teaching, resources, and program/student outcomes. Maintaining accredited status helps programs obtain resources and allows graduates to pursue further education and licensure.
The document discusses continuing nursing education. It begins by defining continuing education and listing its objectives such as keeping nurses updated and improving patient care. It then examines the needs for continuing education and its functions like maintaining healthcare standards. The document outlines various methods of continuing education and principles such as decentralization. It describes the roles of nurses, educators, and the planning process in continuing education to conclude that the seminar will help students understand this topic.
1) Data was gathered and analyzed to identify practice gaps compared to benchmarks.
2) Educational activities and interventions were designed to address gaps in knowledge, competence, or performance in order to change behaviors and improve patient outcomes.
3) The content of educational programs was tailored to match the current or potential scope of practice of the learners.
The document discusses the role of registered dietitians in the healthcare system. It describes dietitians as working in clinical settings like hospitals and long-term care facilities using the nutrition care process of assessment, diagnosis, intervention, and monitoring. Dietitians are part of interdisciplinary teams along with doctors, nurses, and other professionals. The document also outlines how dietitians must develop critical thinking skills through education, experience, and continuing education to provide medical nutrition therapy and work in the evolving U.S. healthcare system.
This document summarizes a webinar for the Michigan Primary Care Transformation Demonstration Project. It discusses the definition of the project and statewide rollout, participation and funding updates, care management training requirements, and next steps practices need to take to meet metrics for care managers and quality measures in the coming months. The webinar focused on establishing care management teams, training requirements, and planning activities to support self-management for patients with chronic conditions.
Similar to NCBDE Exercise Specialist CDE Presentation (20)
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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2. Certified Diabetes Educators
are valuable members of the
health care team who make a
difference in their patients’ lives
and in their communities.
2
3. Certified Diabetes Educators
The CDE® credential is the embodiment of
a true professional.
A CDE® serves as the patient’s mentor,
confidant, cheerleader, and coach.
Earning the CDE® credential opens up
more professional opportunities.
3
6. What is NCBDE?
Autonomous, non-profit certification organization
governed by a Board of Directors
Board - composed of volunteer CDEs from various
disciplines and one public member
Committees (members are CDEs)
Examination Committee – oversees exam
development process
Credentials Committee – oversees review of eligibility
requirements, application review (exam and renewal)
6
7. What NCBDE is Not?
NCBDE is not a:
membership organization
dues-paying organization
7
8. What is purpose of CDE® program?
Conduct certification activities in a way that
upholds standards for competent practice in
diabetes self-management education.
8
9. Why Earn the CDE® Credential?
Achieve personal/professional goals.
The CDE® credential is highly respected.
Demonstrate your distinct and specialized
diabetes knowledge.
Earning the CDE® credential is the least
you can do for your patients.
CDEs carry their credential to each new
job.
9
10. What is a CDE®?
A Certified Diabetes Educator® (CDE®)
is a health professional who possesses comprehensive
knowledge of and experience in prediabetes, diabetes
prevention and management.
educates and supports people affected by diabetes to
understand and manage the condition.
promotes self-management to achieve individualized
behavioral and treatment goals that optimize health
outcomes.
10
11. Who is currently certified?
5% 3%
As of 1/2013 – just over
17,800 CDEs.
Others - health
professionals in variety of
areas, including, but not
limited
to, MD/DO, PA, LP, Adv
Deg Social
Workers, RCEP®/CES®/Adv
Deg Exercise Physiologists
39%
53%
RNs (inc CNS & NP)
RDs
RPhs (inc PharmD)
Others
11
12. Credentialing Concepts
CDE® program:
Different than entry level credentialing process where
prior to exam, individuals need only complete
mandatory, prescribed academic
requirements, e.g., nursing license examination.
is not intended to serve as an entry to the specialty.
is a mastery level practice-based certification requires individuals to accrue professional practice
experience prior to applying.
12
14. Who is the Examination for?
The Certification Examination for Diabetes
Educators is designed and intended for health
professionals who have responsibilities that
include the direct provision of DSME as defined by
NCBDE.
14
15. Diabetes Self-Management Education
Diabetes education, also referred to as diabetes selfmanagement education or diabetes self-management
training, is performed by health professionals who
have appropriate credentials and experience
consistent with the particular profession's scope of
practice. For purposes of this presentation, the term
diabetes self-management education (DSME) is used.
15
16. Eligibility for
Initial Certification - 2014
Discipline Requirement – Individuals holding
active certification as either an ACSM Certified
Exercise Specialist® or ACSM Registered
Clinical Exercise Physiologist® meet the
discipline requirement.
16
17. Eligibility for
Initial Certification - 2014
Professional Practice Experience requirements
After meeting the Discipline requirement and before
applying for the exam, both of the following experience
requirements must be met in United States or territories.
Visit website/Handbook for specific details on experience
requirements.
17
18. Eligibility for
Initial Certification - 2014
Professional Practice Experience requirements
A. Minimum of 2 years of professional practice
experience in the discipline under which the
individual is applying for certification
Example: if an individual applies for CDE® certification as a
CES®, 2 years experience working/volunteering as a CES®
is required.
The 2 year experience requirement does NOT have to be
diabetes-related.
AND
18
19. Eligibility for
Initial Certification - 2014
Professional Practice Experience requirements continued…
B. Minimum of 1,000 hours of professional practice
experience in DSME with a minimum of 40% (400)
of those hours accrued in the most recent year
preceding application.
In meeting the hourly requirement*, professional practice experience
is defined as responsibilities (within the past 4 years) that include the
direct provision of DSME, as defined by NCBDE.
*Qualifying hours accrued under the Diabetes Educator Mentorship
program are also accepted.
19
20. What is Diabetes
Self-Management Education?
Definition of DSME
DSME involves the person with prediabetes or diabetes
and/or the caregivers and the educator(s) and is defined
as the ongoing process of facilitating the
knowledge, skill, and ability necessary for self-care.
It is a component of a comprehensive plan of diabetes
care.
20
21. What is Diabetes
Self-Management Education?
Definition of DSME (continued)
The process incorporates the needs, goals and life
experiences of the person with prediabetes or diabetes
and is guided by evidence-based standards.
The overall objectives of DSME are to support informed
decision-making, self-care behaviors, problem-solving
and active collaboration with the health care team and to
improve clinical outcomes, health status, and quality of
life.
21
22. What is Diabetes
Self-Management Education†?
Definition of DSME (continued)
For purposes of eligibility, some or all of the following
components of the DSME process may be performed and counted
towards meeting the practice requirement±:
An individual assessment and education plan developed
collaboratively by the individual and educator(s) to direct the selection
of appropriate educational interventions and self-management
support strategies.
Educational interventions directed toward helping the individual
achieve self-management goals
†
For 2014 certification
±Adapted from National Standards for Diabetes Self-Management Education, American Diabetes
Association Clinical Practice Recommendations. Diabetes Care, Vol. 36, Supplement
1, January, 2013.
22
23. What is Diabetes
Self-Management Education†?
DSME process continued…
Periodic evaluations to determine attainment of educational
objectives or need for additional interventions and future
reassessments.
A personalized follow-up plan developed collaboratively by the
individual and educator(s) for ongoing self-management support.
†
For 2014 certification
23
24. What is Diabetes
Self-Management Education†?
DSME process continued…
Documentation in the education record of the assessment and
education plan and the intervention and outcomes.
In addition, program development and administration provided in
support of the diabetes patient education program are considered a
part of the DSME process.
Note: Regardless of discipline, knowledge and the ability to apply that
knowledge is necessary across all areas of the examination content
outline.
†
For 2014 certification
24
25. Eligibility for
Initial Certification - 2014
Continuing Education requirements
Minimum of 15 clock hours of continuing education
activities applicable to diabetes within the 2 years prior to
applying for certification.
This requirement follows the same overall guidelines as
renewal of certification by continuing education.
25
26. Eligibility for
Initial Certification - 2014
Eligibility-wise, of all the requirements, most questions
focus on the 1,000 hour DSME practice requirement.
Exercise is an important component in helping people
successfully manage their diabetes.
Individuals holding either the CES or RCEP credential
might be found providing diabetes education when working
in settings such as cardiac rehabilitation or back pain/rehab
center. However, those are not the only settings. So how
do you know?
26
27. Eligibility for
Initial Certification - 2014
Am I doing DSME?
Questions to consider:
Have you reviewed the definition of DSME?
Have you talked with your supervisor about it to get their
feedback?
Your supervisor is the individual that must verify your experience
if you are audited when you apply, so it’s important that they are
on the same page regarding your role.
27
28. Eligibility for
Initial Certification - 2014
Am I doing DSME?
Questions to consider:
Have you looked over the examination content outline?
The outline is built on a survey of what CDEs are doing in their
jobs.
When you review the outline, you may identify many activities
you are already performing in your setting.
28
29. Eligibility for
Initial Certification - 2014
Am I doing DSME?
Still not sure – few more things to think about:
Does part of your role include patient education and
counseling?
Do you work with patients with diabetes?
Is there documentation of your work with the patient in
their record?
29
30. Eligibility for
Initial Certification - 2014
Am I doing DSME?
Still not sure – here are some examples to think about:
Do your patients with diabetes receive the same
educational content as those without diabetes (not
DSME)?
OR rather, do you teach those patients how diabetes
medication impacts blood glucose levels
(DSME), explain the hypoglycemia risk associated with
physical activity (DSME)?
30
31. Eligibility for
Initial Certification - 2014
Am I doing DSME?
Still not sure – here are some examples to think about:
Do you simply teach an individual how to use a blood
glucose meter (not DSME)?
OR rather, do you provide guidance when teaching the
meter about blood glucose goals pre and post physical
activity (DSME)?
31
32. Examination Application
Applied Measurement Professionals (AMP) administers
the examination process for NCBDE, including
application submission.
Most individuals can apply on-line using AMP’s web site.
See NCBDE web site or Handbook for the few
restrictions requiring submission of a paper application.
2014 application fee - $350 initial/lapsed; $250 renewal.
32
33. Examination Application
Applications accepted within 2 application windows
annually.
Once confirmation to sit is obtained, individual may make
appointment using on-line option or via telephone.
33
34. Examination
Computer-based test, offered during 2 testing windows
at over 190 different test centers. Each window is open
for approximately 2 months.
Will be based on examination content outline (ECO)
developed from 2013 practice analysis surveying CDEs
about tasks they perform
Each question is linked directly to a task or tasks on
ECO
34
36. Preparing for the Examination
Review ECO – need knowledge covering all areas of
ECO
Look for areas that may not be a part of your day to
day experience - e.g., diabetes education program
management aspects if you are a CES or wound care
if you are a pharmacist.
Consider your typical patient – study aspects of the
ECO outside of that profile - e.g., usually work with
adults – think about pediatric patient or usually work
with people with Type 1 diagnoses – think about
gestational diabetes or Type 2.
36
37. Preparing for the Examination
Review Handbook information on studying for the
examination and references
Check around for other resources for review
courses/materials
Nervous about exam day? Consider making use of the
Practice Examination (PE). Developed by NCBDE and
available through AMP. PE is taken via the internet –
provides “feel” for actual exam experience; 50 questions
- $55 fee.
37
38. Renewal
Renewal is 5 year cycle & must be completed during
year of expiration.
Does include a practice requirement, though definition of
practice is expanded.
If practice requirement met, renewal be done via
Examination or Continuing Education process.
Otherwise, will need to obtain continuing education and
pass Examination.
38
40. How do you contact NCBDE?
www.ncbde.org
info@ncbde.org
Phone: 877-239-3233 or 847-228-9795
Fax: 847-228-8469
National office:
330 E. Algonquin Rd, Suite 4
Arlington Heights, IL 60005
40
Editor's Notes
Other examples:Do you provide snacking advice pre and post physical activity to maintain blood glucose levels (DSME)? Do you help the patient identify need for adjusting insulin dosages for physical activity (DSME)?**Note: these are examples, not requirements, e.g., a meter may NEVER BE TAUGHT in a program setting, but the results may be used, interpreted, documented for progress/treatment and prevention of hypoglycemia
Spring 2014 exam will be exception to receiving reports when exam is completed, due to exam content outline being updated after 2013 practice analysis survey. Written score reports will be sent after window closes.