Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Documenting Your Leadership/Administration Efforts In a Way that Countstatetomika
Learn more about documenting your leadership and administration efforts with Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
This presentation highlights challenges facing the future of education in general and nursing education in particular. Listed are strategies to prepare for future health care. Of note are details of events occuring internationally which impact on higher education.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
Documenting Your Clinical Efforts In a Way that Countstatetomika
Learn more about documenting your clinical efforts with Daniela A. Ochoa MD FACS Associate Professor Department of Surgery Division of Breast Oncology Winthrop P. Rockefeller Cancer Institute UAMS and Nirvana A. Manning MD FACOG
Associate Professor Chair, Department of Obstetrics and Gynecology Service Line Director of Women’s and Infants Service Line UAMS
This webinar will make a distinction between nomenclatures and discuss the reporting requirements to the FDA and Office for Human Research Protections.
Using Nursing Exam Data Effectively in Preparing Nursing AccreditationExamSoft
Presented by Ainslie Nibert, Associate Dean/Associate Professor, College of Nursing, Texas Woman's University
Faculty facing either an initial nursing accreditation, or those preparing for a re-affirmation of accreditation visit, need to amass evidence demonstrating how the program is evaluated for achievement of program outcome using reliable and valid measurements. One of the most valuable resources of this evidence is a collection of student performance data from teacher-made and standardized exams used throughout the curriculum. How can faculty demonstrate that the exams they deliver to students are both reliable and valid? The purpose of this webinar is to discuss how faculty can incorporate assessment data and related analysis into their curriculum evaluation processes; establish that the teacher-made and standardized exams administered throughout the program are reliable and valid; and include assessment findings in the accreditation self-study that demonstrate compliance with nationally-recognized education standards in nursing.
Documenting Your Leadership/Administration Efforts In a Way that Countstatetomika
Learn more about documenting your leadership and administration efforts with Mayumi Nakagawa, MD, PhD
Professor of Pathology, College of Medicine
Co-Leader, Cancer Prevention and Population Sciences Program, Winthrop P. Rockefeller Cancer Institute
Drs. Mae and Anderson Nettleship Endowed Chair in Oncologic Pathology
UAMS
This presentation highlights challenges facing the future of education in general and nursing education in particular. Listed are strategies to prepare for future health care. Of note are details of events occuring internationally which impact on higher education.
Electives - Opportunities in Community Medicine - Dr Animesh Jain 12th Mar 2021Animesh Jain
Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
Documenting Your Clinical Efforts In a Way that Countstatetomika
Learn more about documenting your clinical efforts with Daniela A. Ochoa MD FACS Associate Professor Department of Surgery Division of Breast Oncology Winthrop P. Rockefeller Cancer Institute UAMS and Nirvana A. Manning MD FACOG
Associate Professor Chair, Department of Obstetrics and Gynecology Service Line Director of Women’s and Infants Service Line UAMS
This webinar will make a distinction between nomenclatures and discuss the reporting requirements to the FDA and Office for Human Research Protections.
Competency Drift: What’s the link between competency and disengagement?Touchstone Institute
Zubin Austin BScPhm, MBA, MISc, PhD
Professor
University of Toronto
Canada
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Geoff Norman, PhD
McMaster University
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
The pilot sites report their findings for end of life care communication skills
22 September 2010 - National End of Life Care Programme
This report provides the first round of feedback from a training needs analysis (TNA) pilot project, set up to support the development of communication skills training for all those working in end of life care.
It provides some early outcomes and learning from 12 pilot sites around the country, each of which carried out its own local workforce TNA. We hope these initial findings will be useful to other organisations planning to carry out a TNA themselves, or to support the development of EoLC training plans. A series of 'top tips' are summarised in the document.
Publication by the National End of Life Programme which became part of NHS Improving Quality in May 2013
Originally presented by Rita Long, Service User Researcher with the Spectrum Centre for Mental Health Research, on September 24th as part of the CREST.BD 2014 Webinar Serires.
Integrating IEHPs into the Workforce: Is there a role for workplace assessment?Touchstone Institute
Andrea Baumann
Nursing Health Services Research Unit
McMaster University
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Endocrine Society's content strategy, guided by Content Company: How they knew they needed a content strategy, the steps they took to prioritize goals, better understand the audience, and improve the content and presentation, and what the outcomes were.
Evidence to Care: Mobilizing Childhood Disability Research into Practice
Dr. Shauna Kingsnorth
Evidence to Care Lead
Clinical Study Investigator
Assistant Professor (status), Department of Occupational Science
and Occupational Therapy, University of Toronto
Holland Bloorview Kids Rehabilitation Hospital
skingsnorth@hollandbloorview.ca
Presented at: Canadian Knowledge Mobilization Forum
Saskatoon, Saskatchewan June 9, 2014
Building Research Partnerships for Public Health ImpactDr. Ebele Mogo
How can collaborative research be used to drive social impact? A presentation as a panelist at the Society for Social Medicine's Early Career Researcher Workshop 2020
Sustainability & spread across multiple pathways in community & mental health...Isabelle Sparrow
Caroline Poole, Clinical Improvement Lead at Pennine Care NHS Trust recently attended the Simple Telehealth National Conference in Stoke-on-Trent to give a presentation about the trust's success in implementing Flo Telehealth.
Faculty/Counselor Externships: A Model that “Works”ccpc
Susan Coleman
Orange Coast College
Irvine, CA
Kathy Johnson
Vital Link Orange County
Costa Mesa, CA
Janice Duzey
Counselor
Costa Mesa High School
Costa Mesa, CA
A panel presentation sharing a model for faculty/counselor externships that “Works”. A counselor will share her experience in the workplace along with the project she developed based on her experience. Each participant will receive a CD of the project along with the process and projects developed to date.
Similar to Perspectives 2017: Zubin Austin and Marie Rocchi (20)
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
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
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
4. Background
• Skills shortages in health professions as a media (then public policy)
problem in the 1990s – issues of access for patients
• Emergence of social justice/equity concerns regarding under-
utilization of well-educated immigrants
• Recognition of systemic barriers at the pre-licensure level
• Need to maintain public confidence in knowledge and skills of all
health practitioners
….a delicate and challenging balancing act
5. Background
• Development of pan-professional coalitions of regulators, educators,
employers, professional associations to align efforts related to both
skills shortages and “the problem” of IEHPs
• Emergence of bridging education programs to support social and
professional integration
• Development of institutions (e.g. CEHPEA (as it was then known))
• Interprofessional partnerships to align efforts in areas of common
interest (e.g. Orientation to the Canadian Healthcare System)
• General interest in ensuring as many IEHPs as possible could progress
to licensure with appropriate supports
6. How times change….
On the supply side:
- Post 2008-recession results in more health professionals working
longer than expected
- Increasing numbers of health professionals graduating within Canada
- Increasing numbers of Canadians who Studied Abroad (CSAs)
returning home
On the demand side:
- Evolving scope of practice of many professions shifts demand curve
- Increasing complexity of health care delivery emphasizes
interpersonal and communicative competency
- Risk mitigation around hiring practices
7. The development of the HIRE IEHPs initiative
• Evolved during a time of labour surplus in many professions
• Response to anecdotes regarding differential career trajectories of
IEHPs and Canadian graduates
• Issues remain with mal-distribution of healthcare workforce, despite
apparent labour surplus
• Increasing concerns expressed by regulators regarding risk mitigation
and the issue of institutional/cultural “fit”
• An opportunity for the Health Force Ontario Marketing and
Recruitment Agency (HFO-MRA) and University of Toronto (U of T) to
partner using complementary skills and resources to support
workplace integration
8. What was the problem we were trying to
solve?
• Getting a license is NOT the end of the story for most IEHPs
• Systemic barriers persist within workplaces, which may be beyond
the purview of the OFC or other agencies
• These barriers may result in chronic underemployment of IEHPs
• Some IEHPs expressed concerns related to cultural integration
outside large urban centres, despite the availability of good-quality
jobs
• Issue of “Canadian experience wanted” manifests in different ways
• Systems for supporting IEHPs which had evolved during a time of
skills shortage seemed uniquely ill-equipped to manage the reality of
a time of skills surpluses
9. Initial Research Findings
• Used an evidence-informed approach to development of curricular
tools/resources to support IEHPs and workplaces
• Objective was to develop a suite of online resources and supports to
address gaps and needs and identified by diverse stakeholders
• Partnership with HFO-MRA was crucial to not only understanding
dimensions of the post-licensure integration issues but to support
dissemination and uptake of resources
10. Initial Research Findings
Employers:
• Risk mitigation dominated hiring decisions: high-profile cases of
socio-cultural and linguistic misalignments negatively sensitized some
employers
• Workplace integration concerns dominated reasoning related to
hiring decisions, yet specifics of “fit” were frequently hard to explain
or define
• Skills surplus environment resulted in less emphasis on and lower
priority for IEHPs
• Employers expressed need for a clear “business case” and workplace
supports related to hiring IEHPs
• “A license simply means you’ve met some arbitrary minimum
competency requirement – we want and expect our staff to do better
than just minimum competency.”
11. Initial Research Findings
IEHPs:
• Systemic barriers to hiring are real, painful, and confusing
• Few supports available post-licensure
• Concerns about leaving larger urban centers
• Recognition that licensure doesn’t guarantee workplace fit, but
frustrated by lack of available resources/supports post-licensure
• Pattern of underemployment post-licensure and relegation to lower-
level jobs in the profession
12. Initial Research Findings
General:
• On-boarding of ANY new staff member is a difficult process: this is
not an IEHP or CSA issue alone
• Cultural fit (or “synchronicity”) is a dominant determinant of hiring
decisions and ultimately success in the workplace
• Minimum fluency requirements and licensure examinations are not
reliable predictors of workplace success
• “Better to have an unfilled vacant position than the wrong person for
the job”: increase in temporary or precarious professional
employment not simply limited to IEHPs or CSAs
• Diminishing public attention and no formal scrutiny of post licensure
issues
13. Initial Research Findings
Alternative Careers:
- Emerged as a key issue for both employers and IEHPs, both at the
pre- and post-licensure stage
- Traditional skills-matching approaches highly unsatisfactory; this is a
highly complex psychological adaptation process requiring individual
attention…and time
- Career decision making is not a linear or forward process;
pragmatism and pride constantly jockeying for supremacy
- Tension between desire for cost saving/efficiency to produce a self-
serve on-line repository of tools and the reality of the need for one-
to-one support and counselling
14. Where we are today
The HIRE IEHPs Initiative
- Funded by Health Canada and administered through an agreement
with the Province of Ontario
- Partnership with HFO-MRA and University of Toronto
- Multifactoral interventions designed to support integrations of IEHPs
in the Canadian workforce through diverse evidence-informed
strategies
- Three core on-line resources to be used by IEHPs, employers,
settlement agencies, employment counsellors/coaches…and anyone
else (including domestically educated health care professionals)
15. PReP
• Practice Readiness e-Learning Program
• Designed around existing University of Toronto curriculum focused
on communication skills, cultural competency, and management of
challenging clinical situations
• Use of diverse on-line learning strategies including self-assessment,
self-reflection, video-trigger, reading, clinical vignettes, personal
stories, etc.
16. WIN
• Workplace Integration Network
• Initially designed around findings of employer-based research related
to barriers and facilitators to hiring of IEHPs; evolved into suite of
generally applicable on-boarding resources with particular emphasis
on issue of culture, communication, and integration
• Use of diverse on-line learning strategies including video-trigger,
clinical/workplace vignettes, games, readings, etc.
17. ACP
• Alternative Careers Program
• Built around recognition that the process of “losing” one’s primary
professional identity is a complex, psychologically fraught process
• Grounded in vocational counselling theory related to decision
making, grief, loss, and adaptation
• Use of case studies and comparators to support self-identification in
new roles, while still providing support for skills-matching type
activities
20. Practice Readiness e-Learning Program (PReP):
Communication Matters• Series of 16 online courses geared towards IEHPs
• Video-based: vignettes, subject matter experts, narration
• Learning activities: self-reflections, quizzes, games (e.g. matching)
• Additional resources provided for each course
• Evaluation surveys embedded in courses
• Completion time: 30-60 minutes per course
• Courses focus on communication, workplace issues, and challenging
situations in Canadian healthcare context to support successful
workplace integration
21. PReP: Course Topics
Part 1: Foundations Part 2: Advanced Part 3: Workplace Matters
Course 1: Working in Teams Part 1
– Teamwork and the Patient
Experience
Course 6: Part 1: Palliative Care 2 –
Autonomy and Choice
Course 11: A Primer on Employment
Law for Employees
Course 2: Interpersonal Conflict
and Conflict Resolution
Course 6: Part 2: Palliative Care 3 – The
Healthcare Provider as Patient Advocate
Course 12: The Interview Process
Course 3: Diversity Course 7: The Aging Population
Course 13: Working in Teams Part 2 –
Collaboration in the Workplace
Course 4: Pandemic:
Communication in Stressful
Situations
Course 8: Pain – Communication and
the Patient Experience
Course 14: Error Disclosure and
Apology
Course 5: Palliative Care 1 –
Communication and the Patient
Experience
Course 9: Gender, Sexuality and Identity Course 15: The Feedback Process
The Bridge (Transition)
Course 10: Indigenous Peoples of
Canada: Stories and Experiences
Course 16: Workplace Culture and
Integration
27. Workplace Integration Network (WIN)
• Series of 9 online courses for employers, human resource managers,
supervisors, and employees working with IEHPs
• Versatile use: independent learning, staff development, workshop format
• Video-based: vignettes, subject matter experts, narration
• Interactive quizzes/exercises, reflective questions, tools/templates, resources
• Evaluation surveys embedded in courses
• Completion time: 15-30 minutes per course
• Courses focus on practical topics to support hiring and successful integration
of IEHPs into the workplace
• Topics rated highest for potential end-users: cultural diversity in the workplace,
“plain language” communication, interviewing, legal rights and responsibilities
28. WIN: Course Topics
Courses Topics
Course 1 Building a Business Case for Hiring and Integrating IEHPs
Course 2 Understanding the IEHP Perspective
Course 3 International Academic and Professional Credentials
Course 4 Professional Regulatory Bodies
Course 5 Part 1 – Open Communication
Course 5 Part 2 – Developing an Inclusive Writing Style
Course 6 Part 1 – Creating a Positive Work Environment
Course 6 Part 2 – A Primer on Employment Law for Employers
Course 7 Diversity and Integration
Course 8 Working in Teams
Course 9 Workforce Health
34. Alternative Careers Program (ACP)
• Series of modules and tools that allow IEHPs to explore alternative
career options outside of the regulated health profession in which
they were originally trained
• Goal to support IEHPs in obtaining gainful alternative careers and
successfully integrating into the Canadian workforce
• Self-directed by IEHP or guided by HFO Advisor or Counsellor
• Evidence-Informed Program
• Participatory program design
• Based on vocational psychology/career counselling literature and
instructional design principles
35. ACP: Key Literature Findings
• LIM Consulting Associates – research report recommendations included:1
• Creating a central repository of alternative career resources
• Developing a series of illustrative alternative career case studies
• Chen, C. P.
2
• Cross-Cultural Life-Career Development framework for career counselling with immigrants;
importance of self-concept, life-career integration, human agency, contextual awareness, and
resiliency
• Novak, L. & Chen, C. P.
3
• Described helping strategies for foreign-trained professionals to increase self-efficacy, provide local
knowledge, advocate, and promote acculturation
• Savickas, M. L.4
• Narrative constructivist approach to career counselling; construct career through small stories,
deconstruct, reconstruct, and co-construct future career with client
1
LIM Consulting Associates. (2013). Foreign qualification recognition and alternative careers: Report submitted to the best practices and thematic task team of the
foreign qualifications recognition working group. Retrieved from http://novascotia.ca/lae/RplLabourMobility/documents/AlternativeCareersResearchReport.pdf.
2
Chen, C. P. (2008). Career guidance with immigrants. In J. A. Athanasou & R. Van Esbroeck (Eds.), International handbook of career guidance (pp. 419–442). Toronto:
Springer Science. 3
Novak, L. & Chen, C. P. (2013). Career development of foreign trained immigrants from regulated professions. International Journal for Educational
and Vocational Guidance, 13(1), 5–24.
4
Savickas, M. L. (2011). New questions for vocational psychology: Premises, paradigms, and practices. Journal of Career
Assessment, 19, 251–258.
36. • 10 Integrated Virtual IEHP Cases – exploratory interactive online cases
• Demonstrate (through narrative) alternative career pathways and resources
• Elicit self-reflection around alternative career options and decision-making
• 6 Online Modules – wrap-around virtual cases and resources
• Evaluation surveys embedded in modules
• Certificates of completion available
• Completion time: 1-2 hours per module
• Database of Resources for Alternative Careers
• Includes self-assessment tools, existing resources on alternative careers,
career exploration websites, etc.
ACP: Career Options e-Resource
43. ACP: Advisor and Staff Manual
• To support advisors, counsellors, and staff using ACP with IEHPs
• Includes descriptions of content, activity guide, reflective questions,
and tips for use with clients
44. Program Evaluation
• Online Course/Module Exit Surveys
• Satisfaction with content – value, utility, learning outcomes
• User experience – access, navigation, design/organization
• Demographic information – e.g. profession, length of time in Canada (IEHPs)
• ACP: Readiness to pursue alternative careers
• Follow-up survey, IEHP focus groups, key informant interviews
• Pilot testing
• Ongoing feedback from Health Force Ontario and end-users
• Continuous improvement based on evaluation feedback
45. Current State
• PReP: 12 courses available
• WIN: 6 courses available
• ACP: All modules available
• Coming Soon…
PReP WIN
Working in Teams Part 2:
Collaboration in the Workplace
Building a Business Case for Hiring
and Integrating IEHPs
The Interview Process Understanding the IEHP Perspective
Error Disclosure and Apology Open Communication
The Feedback Process Creating a Positive Work Environment
Working in Teams
46. HIRE IEHPs: Using the Site
• Online platform allows
access to PReP, WIN, and
ACP
• Open access
• Create an account
(username/password) to
track progress and
complete surveys in
PReP and WIN: optional
• Account must be created
for ACP
47. Conclusion
• A suite of online resources has been developed for use by multiple
end users, including IEHPs, employers and advisors/counsellors
• Open access – all modules to be available by end of March 2017