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Competencies
Kinds of Competencies Terms modified by Competencies Selected AbstractsIntegrating the Core Competencies: Proceedings from the 2005 Academic Assembly ConsortiumACADEMIC EMERGENCY MEDICINE, Issue 1 2007Sarah A. Stahmer MD Abstract The Accreditation Council for Graduate Medical Education mandated the integration of the core competencies into residency training in 2001. To this end, educators in emergency medicine (EM) have been proactive in their approach, using collaborative efforts to develop methods that teach and assess the competencies. The first steps toward a collaborative approach occurred during the proceedings of the Council of Emergency Medicine Residency Directors (CORD-EM) academic assembly in 2002. Three years later, the competencies were revisited by working groups of EM program directors and educators at the 2005 Academic Assembly. This report provides a summary discussion of the status of integration of the competencies into EM training programs in 2005. [source] A Model for Evaluating Organizational Competencies: An Application in the Context of a Quality Management Initiative,DECISION SCIENCES, Issue 2 2005Ana Belén Escrig-Tena ABSTRACT Despite the important contributions made by the Competency-Based Perspective (CBP) to strategic thought, certain issues on the operational definition of the theoretical concepts that characterize this approach remain unresolved, thus limiting its empirical application. In addressing this issue, the present study puts forward a procedure for measuring the competencies that can be developed in association with a Quality Management (QM) initiative and analyzes the reliability and validity of the resulting scale. This procedure could be transferred to studies that aim to carry out an empirical analysis based on the theoretical position of the CBP. [source] 360-degree Feedback: Possibilities for Assessment of the ACGME Core Competencies for Emergency Medicine ResidentsACADEMIC EMERGENCY MEDICINE, Issue 11 2002Kevin G. Rodgers MD The Accreditation Council for Graduate Medical Education (ACGME) has challenged residency programs to provide documentation via outcomes assessment that all residents have successfully mastered the six core competencies. A variety of assessment "tools" has been identified by the ACGME for outcomes assessment determination. Although rarely cited in the medical literature, 360-degree feedback is currently in widespread use in the business sector. This tool provides timely, consolidated feedback from sources in the resident's sphere of influence (emergency medicine faculty, emergency medicine residents, off-service residents and faculty, nurses, ancillary personnel, patients, out-of-hospital care providers, and a self-assessment). This is a significant deviation from both the peer review process and the resident review process that almost exclusively use physicians as raters. Because of its relative lack of development, utilization, and validation as a method of resident assessment in graduate medical education, a great opportunity exists to develop the 360-degree feedback tool for resident assessment. [source] Portfolios: Possibilities for Addressing Emergency Medicine Resident CompetenciesACADEMIC EMERGENCY MEDICINE, Issue 11 2002Patricia O'Sullivan EdD Portfolios are an innovative approach to evaluate the competency of emergency medicine residents. Three key characteristics add to their attractiveness. First, portfolios draw from the resident's actual work. Second, they require self-reflection on the part of the resident. Third, they are inherently practice-based learning since residents must review and consider their practice in order to begin the portfolio. This paper illustrates five different applications of portfolios. First, portfolios are applied to evaluating specific competencies as part of the training of emergency physicians. While evaluating specific competencies, the portfolio captures aspects of the general competencies. Second, the article illustrates using portfolios as a way to address a specific residency review committee (RRC) requirement such as follow-ups. Third is a description of how portfolios can be used to evaluate resident conferences capturing the competency of practice-based learning and possibly other competencies such as medical knowledge and patient care. Fourth, the authors of the article designed a portfolio as a way to demonstrate clinical competence. Fifth, they elaborate as to how a continuous quality improvement project could be cast within the portfolio framework. They provide some guidance concerning issues to address when designing the portfolios. Portfolios are carefully structured and not haphazard collections of materials. Following criteria is important in maintaining the validity of the portfolio as well as contributing to reliability. The portfolios can enhance the relationship between faculty and residents since faculty will suggest cases, discuss anomalies, and interact with the residents around the portfolio. The authors believe that in general portfolios can cover many of the general competencies specified by the ACGME while still focusing on issues important to emergency medicine. The authors believe that portfolios provide an approach to evaluation commensurate with the self-evaluation skills they would like to develop in their residents. [source] Relationships among developmental competency measures and objective work outcomes in a New Zealand retail contextHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 2 2010Duncan J. R. Jackson Competencies represent an important and popular topic in human resource development. Despite this popularity, a divide exists between practitioner approaches to developmental competency measures and the empirical scrutiny of such approaches. However, the scarce empirical studies on competency measures have begun to bridge this gap. In the present study, behavioral competency ratings and objective outcome measures were collected from 118 entry-level employees in a retail organization in New Zealand. A correlational design was applied to data in this study and, with the use of canonical correlation analyses, meaningful relationships were observed among competency measures and objective work outcomes. Such relationships are presented as being practically useful when making decisions about weighting certain competencies over others for developmental purposes. [source] Competencies and skills for remote and rural maternity care: a review of the literatureJOURNAL OF ADVANCED NURSING, Issue 2 2007Jillian Ireland Abstract Title. Competencies and skills for remote and rural maternity care: a review of the literature Aim., This paper reports a review of the literature on skills, competencies and continuing professional development necessary for sustainable remote and rural maternity care. Background., There is a general sense that maternity care providers in rural areas need specific skills and competencies. However, how these differ from generic skills and competencies is often unclear. Methods., Approaches used to access the research studies included a comprehensive search in relevant electronic databases using relevant keywords (e.g. ,remote', ,midwifery', ,obstetrics', ,nurse,midwives', education', ,hospitals', ,skills', ,competencies', etc.). Experts were approached for (un-)published literature, and books and journals known to the authors were also used. Key journals were hand searched and references were followed up. The original search was conducted in 2004 and updated in 2006. Findings., Little published literature exists on professional education, training or continuous professional development in maternity care in remote and rural settings. Although we found a large literature on competency, little was specific to competencies for rural practice or for maternity care. ,Hands-on' skills courses such as Advanced Life Support in Obstetrics and the Neonatal Resuscitation Programme increase confidence in practice, but no published evidence of effectiveness of such courses exists. Conclusion., Educators need to be aware of the barriers facing rural practitioners, and there is potential for increasing distant learning facilitated by videoconferencing or Internet access. They should also consider other assessment methods than portfolios. More research is needed on the levels of skills and competencies required for maternity care professionals practising in remote and rural areas. [source] Mental Health Nursing: Competencies for PracticeJOURNAL OF ADVANCED NURSING, Issue 2 2005Megan Edwards RMN BSc PGDip No abstract is available for this article. [source] Unity with diversity: ICN's Framework of CompetenciesJOURNAL OF ADVANCED NURSING, Issue 2 2004Christine Hancock BSc RGN No abstract is available for this article. [source] Development of Geriatric Competencies for Emergency Medicine Residents Using an Expert Consensus ProcessACADEMIC EMERGENCY MEDICINE, Issue 3 2010Teresita M. Hogan MD Abstract Background:, The emergency department (ED) visit rate for older patients exceeds that of all age groups other than infants. The aging population will increase elder ED patient utilization to 35% to 60% of all visits. Older patients can have complex clinical presentations and be resource-intensive. Evidence indicates that emergency physicians fail to provide consistent high-quality care for elder ED patients, resulting in poor clinical outcomes. Objectives:, The objective was to develop a consensus document, "Geriatric Competencies for Emergency Medicine Residents," by identified experts. This is a minimum set of behaviorally based performance standards that all residents should be able to demonstrate by completion of their residency training. Methods:, This consensus-based process utilized an inductive, qualitative, multiphase method to determine the minimum geriatric competencies needed by emergency medicine (EM) residents. Assessments of face validity and reliability were used throughout the project. Results:, In Phase I, participants (n = 363) identified 12 domains and 300 potential competencies. In Phase II, an expert panel (n = 24) clustered the Phase I responses, resulting in eight domains and 72 competencies. In Phase III, the expert panel reduced the competencies to 26. In Phase IV, analysis of face validity and reliability yielded a 100% consensus for eight domains and 26 competencies. The domains identified were atypical presentation of disease; trauma, including falls; cognitive and behavioral disorders; emergent intervention modifications; medication management; transitions of care; pain management and palliative care; and effect of comorbid conditions. Conclusions:, The Geriatric Competencies for EM Residents is a consensus document that can form the basis for EM residency curricula and assessment to meet the demands of our aging population. ACADEMIC EMERGENCY MEDICINE 2010; 17:316,324 © 2010 by the Society for Academic Emergency Medicine [source] The effectiveness of an educational programme for nursing students on developing competence in the provision of spiritual careJOURNAL OF CLINICAL NURSING, Issue 20 2008René Van Leeuwen Aim., To determine the effects of a course for nursing students on developing competence in spiritual care and the factors that might influence the effects. Background., Studies suggest that role preparation in nursing for spiritual care is poor. For the assessment of competence, few or no explicit competency framework or assessment tools seemed to be used. Design., Quasi-experimental crossover design (pre,post-test). Method., The subjects were students from Christian nursing schools in the Netherlands (n = 97). The intervention consisted of a course in spiritual care. Competencies were measured with an assessment tool, the Spiritual Care Competence Scale. Data were analysed by t -test procedures (paired-samples t -test). At T1 vignettes were added to assess the quality of the students' own analyses. These data were analysed by a Mann,Whitney test. Regression analyses were performed on the influence of student characteristics on the subscales of the assessment tool. Results., Ninety-seven students participated in this study. Analysis showed statistically significant changes in scores on three subscales of the Spiritual Care Competence Scale between groups (T1) and over time for the whole cohort of students on all subscales (T2). Clinical placement showed as a negative predictor for three subscales of the Spiritual Care Competence Scale. Experience in spiritual care and a holistic vision of nursing both showed as positive predictors on certain competencies. A statistically significant difference was observed between groups in the student analysis of a vignette with explicit spiritual content. Conclusions., The outcomes raise questions about the content of education in spiritual care, the measurement of competencies and the factors that influence competency development. Relevance to clinical practice., The results provide nurse educators with insight into the effects of education in spiritual care on students' competencies and help them consider a systematic place for spiritual care within the nursing curriculum. [source] Perinatal nursing education for single-room maternity care: an evaluation of a competency-based modelJOURNAL OF CLINICAL NURSING, Issue 1 2005Patricia A Janssen PhD Aims and objectives., To evaluate the success of a competency-based nursing orientation programme for a single-room maternity care unit by measuring improvement in self-reported competency after six months. Background., Single-room maternity care has challenged obstetrical nurses to provide comprehensive nursing care during all phases of the in-hospital birth experience. In this model, nurses provide intrapartum, postpartum and newborn care in one room. To date, an evaluation of nursing education for single-room maternity care has not been published. Design., A prospective cohort design comparing self-reported competencies prior to starting work in the single-room maternity care and six months after. Methods., Nurses completed a competency-based education programme in which they could select from a menu of learning methods and content areas according to their individual needs. Learning methods included classroom lectures, self-paced learning packages, and preceptorships in the clinical area. Competencies were measured by a standardized perinatal self-efficacy tool and a tool developed by the authors for this study, the Single-Room Maternity Care Competency Tool. A paired analysis was undertaken to take into account the paired (before and after) nature of the design. Results., Scores on the perinatal self-efficacy scale and the single-room maternity care competency tool were improved. These differences were statistically significant. Conclusions., Improvements in perinatal and single-room maternity care-specific competencies suggest that our education programme was successful in preparing nurses for their new role in the single-room maternity care setting. This conclusion is supported by reported increases in nursing and patient satisfaction in the single-room maternity care compared with the traditional labour/delivery and postpartum settings. Relevance to clinical practice., An education programme tailored to the learning needs of experienced clinical nurses contributes to improvements in nursing competencies and patient care. [source] Interprofessional collaboration: Implications for Combined-Integrated doctoral training in professional psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2004Carolyn E. Johnson Interprofessional collaboration (IPC) is becoming "best practice" in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Core Competencies in Food Science: Background Information on the Development of the IFT Education StandardsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2002Richard W. Hartel ABSTRACT: In recent years, many professional organizations have shifted their program standards and program review away from course content-based criteria and towards outcome-based learning measures. IFT has recently done the same with implementation of the new IFT Education Standards. These Standards, which replace the old "Minimum Standards for Food Science Programs", were approved by the Executive Committee at their meeting in June, 2001, with implementation beginning in fall, 2001. All food science programs will now be reviewed for IFT approval against these new Standards. This article describes the process by which this change has occurred over the past few years. [source] Introduction to the Pediatric Hospital Medicine Core CompetenciesJOURNAL OF HOSPITAL MEDICINE, Issue S2 2010Article first published online: 8 APR 2010 No abstract is available for this article. [source] Core competencies in hospital medicine: Development and methodologyJOURNAL OF HOSPITAL MEDICINE, Issue S1 2006Daniel D. Dressler MD Abstract BACKGROUND The hospitalist model of inpatient care has been rapidly expanding over the last decade, with significant growth related to the quality and efficiency of care provision. This growth and development have stimulated a need to better define and characterize the field of hospital medicine. Training and developing curricula specific to hospital medicine are the next step in the evolution of the field. METHODS The Core Competencies in Hospital Medicine: A Framework for Curriculum Development (the Core Competencies), by the Society of Hospital Medicine, introduces the expectations of hospitalists and provides an initial structural framework to guide medical educators in developing curricula that incorporate these competencies into the training and evaluation of students, clinicians-in-training, and practicing hospitalists. This article outlines the process that was undertaken to develop the Core Competencies, which included formation of a task force and editorial board, development of a topic list, the solicitation for and writing of chapters, and the execution of multiple reviews by the editorial board and both internal and external reviewers. RESULTS This process culminated in the Core Competencies document, which is divided into three sections: Clinical Conditions, Procedures, and Healthcare Systems. The chapters in each section delineate the core knowledge, skills, and attitudes necessary for effective inpatient practice while also incorporating a systems organization and improvement approach to care coordination and optimization. CONCLUSIONS These competencies should be a common reference and foundation for the creation of hospital medicine curricula and serve to standardize and improve inpatient training practices. Journal of Hospital Medicine 2006;1:48,56. © 2006 Society of Hospital Medicine. [source] A General Dynamic Capability: Does it Propagate Business and Social Competencies in the Retail Food Industry?*JOURNAL OF MANAGEMENT STUDIES, Issue 1 2006Alfred A. Marcus abstract Given that firms have both business and social goals, an important unanswered question is whether a general dynamic capability breeds competencies in both these areas. In studies of the US retail food industry, we find that while a general dynamic capability affects firms' competence in supply chain management (a business competency), it does not affect their competence in environmental management (a social competency). Firm mission and the extent to which firms obtain technical assistance are found to affect the acquisition of this latter competency. These findings offer insights into the resource-based view (RBV) of the firm and provide lessons for corporate social responsibility. They reveal more precisely what a general dynamic capability yields and how far its reach extends, suggesting that the factors that drive competitive advantage are not the same as those that drive social responsibility. [source] Assessing Competencies in Couples and Family Therapy/Counseling: A Call to the ProfessionJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 2 2010Linda M. Perosa Psychometrically sound measures of family therapy competencies are necessary to assess the effectiveness of training on student performance. This article critiques the self-report and observer rating measures developed to date to assess the clinical skills of trainees in the individual and in the family therapy fields. Suggestions are made to foster future instrument development specifically designed for the field of couples and family therapy/counseling. [source] The Development of Core Competencies for the Practice of Marriage and Family TherapyJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 4 2007Thorana S. Nelson In response to a series of national policy reports regarding what has been termed the "quality chasm" in health and mental health care in the United States, in January 2003, the American Association for Marriage and Family Therapy convened a task force to develop core competencies (CC) for the practice of marriage and family therapy (MFT). The task force also was responding to a call for outcome-based education and for the need to answer questions about what marriage and family therapists do. Development of the CC moves the field of MFT into a leading-edge position in mental health. This article describes the development of the CC, outcomes of the development process for the competencies, and recommendations for their continued development and implementation. [source] The Tidal Commitments: extending the value base of mental health recoveryJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2008P. BUCHANAN-BARKER The emerging concept of recovery in mental health is often only loosely defined, but appears to be influenced more by specific human values and beliefs, than scientific research and ,evidence'. As a contribution to the further development of the philosophical basis of the concept of recovery, this paper reviews the discrete assumptions of the Tidal Model, describes the development of the Model's value base , the 10 Commitments , and illustrates the 20 Tidal Competencies, which aim to generate practice-based evidence for the process of recovery. [source] Multiple Views of the Family and Adolescent Social CompetenciesJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 4 2001Nancy J. Bell This research examined the linkages between congruence in perceptions of family functioning and adolescent competencies with a sample of 223 first-year college students, their mothers, and their fathers. The primary goal was to explore further the nature and importance of perceptual congruence as related to adolescent social competencies with a more informative analytic strategy than has been used in most past research (one that controls for individual perceptions of family members and takes into account direction of differences among family members), and with more comprehensive, multimethod assessments of adolescent competencies. Our congruence analyses portrayed a more complex picture of congruence and divergence than has emerged from previous studies, and highlight the importance of examining interaction patterns in future research. It is noteworthy, however, that individual perceptions of family members were more important than was congruence in relation to adolescent social competencies. The possibility that congruence effects may be more apparent when the focus is on more specific rather than global measures and on developmental as well as family interaction processes is suggested. [source] Breaking New Ground in Juvenile Justice Settings: Assessing for Competencies in Juvenile OffendersJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2005JULIETTE R. MACKIN ABSTRACT The field of juvenile justice has made great strides in developing a research base of effective practices and principles, including an understanding of risk factors and needs that contribute to juvenile offending. However, the research base and practice of systematic assessment has not yet fully incorporated youth, family, and community strengths. To address this need, three juvenile justice agencies in the northwestern United States participated in a pilot study to develop and implement an assessment tool (the Youth Competency Assessment) and process that would identify and utilize strengths to help balance the risk and needs focus of their assessment and case planning practices. This article provides descriptions and implementation strategies of the three pilot sites. The article concludes with recommended system changes and policy interventions to support ongoing utilization of this kind of strength-based tool in juvenile justice settings, and a clear set of recommendations for other communities wishing to implement strength-based assessment in their own agencies. [source] Leading partnerships: Competencies for collaborationNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 149 2010Marilyn J. Amey One strategy used with increasing frequency to meet the needs of multiple constituencies is partnerships and forms of organizational collaboration, consortia, and networks. This chapter explores the kinds of skills and thinking required of community college leaders to engage in effective partnerships. [source] Measuring and Reporting CompetenciesNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 110 2001Trudy H. Bers Measuring and reporting competencies requires the implementation of new and innovative processes that often conflict with existing systems of measuring and reporting learning outcomes. Examining the ways that some institutions have addressed these issues can be a useful starting point for educators as they begin planning competency-based programs. [source] Using Competencies to Connect the Workplace and Postsecondary EducationNEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, Issue 110 2001Karen Paulson To maintain viability, postsecondary institutions must prepare their graduates to enter today's performance-driven labor market. This chapter examines the use of competencies in business and summarizes skill and competency resources that institutions can use to ready their students for successful entry into the workforce. [source] Pilot training program for developing disaster nursing competencies among undergraduate students in ChinaNURSING & HEALTH SCIENCES, Issue 4 2009Samantha M. C. Pang rn Abstract As nurses constitute the largest group of health-care providers, their readiness to respond to disasters and to participate in preparedness and disaster recovery activities will be significant for making a community more resilient against disaster. Concern is raised regarding how to build the capacity of all nurses with a knowledge base and a minimum set of skills in responding to various disasters. Drawing on the ICN Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training program entitled "Introduction to Disaster Nursing" was developed. Four teaching methods including action learning, problem-based learning, skill training, and lecture were used to orchestrate a series of planned activities for helping students develop the required disaster nursing competencies in a 2-week intensive training program held in Sichuan China in July 2009. The pre- and post-tests which were given to assess the students' perceived level of competencies demonstrated a significant gain in relevant knowledge and skills constituting the required competencies upon completion of the program. In the program evaluation, most students indicated their willingness and capability in disaster relief work under supervision, and they were keen to advance their competencies in the field of disaster nursing. [source] Skills and Competencies for Today's Nurse ExecutiveNURSING FOR WOMENS HEALTH, Issue 3 2006JaynelleF. No abstract is available for this article. [source] Going beyond competencies: An exploratory study in defining exemplary workplace learning and performance practitionersPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2009Terri Freeman Smith This study was an exploratory investigation used to identify exemplary performance in four of the areas of expertise (AOEs) as described in the American Society for Training and Development's Mapping the Future: New Workplace Learning and Performance Competencies (2004). Qualitative data were collected from the following four AOEs: (1) delivering training, (2) designing learning, (3) improving human performance, and (4) measuring and evaluating. Research suggests that an exemplary performer could have productivity differences 12 times greater than performers at the bottom of the performance scale and 85% greater than an average performer (Hunter, Schmidt, & Judiesch, 1990). Critical incidents were collected from behavioral event interviews of 23 exemplary performers and 9 typical performers. An analysis of the findings suggests that an exemplary performer may hold at least four key behaviors: taking calculated risks, entrepreneurial and visionary planning, documented business performance to support and influence change, and political prudence and leadership savvy. [source] Public Health Nursing Competencies 1953,1966: Effective and EfficientPUBLIC HEALTH NURSING, Issue 5 2007Florence M. Weierbach ABSTRACT The Quad Council of Public Health Nursing Organizations developed public health nursing competencies in 2003. They are guides for determining skills at two levels, and they identify public health nurses as providing care to individuals and families or to populations and systems with the nurse having proficiency, awareness, or knowledge. The primary purpose of this paper is to discuss historical nursing roles and qualifications as judged by the 2003 competencies, including educational preparation and experience for the administrative and staff nurse. The historical exemplar for the nursing roles is a combination public/private nursing association, referred to as the partnership, that took place in 1953,1966. Primary sources include archived material from the Instructive Visiting Nurse Association, Richmond, VA. Administrative responsibilities were divided between the chief nurse and the nursing supervisors. Staff nurse responsibilities included clinic activities, home visitation, and referral coordination between health care organizations. The delineation of nursing roles demonstrates nurses' meeting the 2003 competencies. Based on the Quad Council's 2003 public health nursing competencies, the partnership nurses were competent. [source] Comparison of the Dissemination and Implementation of Standardized Public Health Nursing Competencies in Academic and Practice SettingsPUBLIC HEALTH NURSING, Issue 2 2006B.S.N, M.S.N., Sonda Oppewal Ph.D. ABSTRACT Objectives: To assess the use of the "Core Competencies for Public Health Professionals" standards in practice and academic work settings by public health nurses (PHNs), and to determine differences between practitioners and faculty. Design: Nonexperimental, descriptive study using a cross-sectional survey. Sample: Three public health nursing (PHN) organizations sent invitations to all members. A total of 334 (18.7%) from an estimated 1,786 members completed the survey. Measurements: The investigators developed a 17-item web-based survey with open- and closed-ended responses, using Rogers' diffusion of innovations as a theoretical framework. Results: Respondents are equally familiar with the competencies for public health professionals disseminated by the Council on Linkages and for PHNs by the Quad Council of Public Health Nursing Organizations (Quad Council). Two thirds of PHNs are aware of the competencies after only 2 years, primarily from professional PHN organizations. Faculty are adopting and using the competencies at a significantly faster rate than practitioners. Conclusions: Faculty and practitioners who use the competencies value them, and rarely discontinued their use after adoption. Efforts to promote diffusion among faculty and especially practitioners need to continue. Professional organizations can actively provide and share examples of useable formats and best practices associated with the competencies. [source] Matching a Graduate Curriculum in Public/Community Health Nursing to Practice Competencies: The Rush University ExperiencePUBLIC HEALTH NURSING, Issue 2 2006R.N.C., Susan Swider Ph.D. ABSTRACT An evidence-based approach to Public/Community Health Nursing (P/CHN) requires that P/CHN educators prepare practitioners with the relevant skills, attitudes, and knowledge. Such education should be competency-based and have measurable outcomes to demonstrate student preparation. In 2003, the Quad Council competencies were developed to be applied at two levels of public health nursing practice: the staff nurse/generalist role and the manager/specialist/consultant role. This paper describes a process for evaluation and revision of a graduate curriculum to prepare Advanced Practice Clinical Nurse Specialists (CNS) in P/CHN, to ensure that the educational program addresses and develops knowledge and proficiency in all relevant competencies. This paper documents the process of integrating the competencies throughout the P/CHN graduate curriculum at varying levels, guiding students to achieve proficiency in each competency by the end of the program. Measurement of achievement in these competencies will be discussed, and examples provided. Advanced Practice Public Health Nurses educated via this competency-based approach will be prepared to sit for national certification as a CNS in Public/Community Health, and to assume leadership roles in public health nursing. [source] | ||||||||||||||||||||||||||||||||||||||||