The development and evaluation of a competency-based program for patients with a ventricular assist device

The ventricular assist device (VAD) is a mechanical device that is used to provide long term support either as a bridge or as an alternative to transplantation for patients suffering from end stage heart failure. While in hospital, patients with a VAD have traditionally been taught by an educator nurse with VAD expertise in preparation for discharge. In 2004, our centre implemented a successful competency-based patient education program in post-heart transplant patients and thought that a similar program may provide increased confidence for bedside nurses to actively participate in VAD patient education prior to discharge. The purpose of this quality improvement project was to create a competency-based education program that would provide consistency in patient teaching. A questionnaire was developed and completed by 13 bedside nurses. This pre-test questionnaire indicated the need for a systematic and organized approach to VAD patient teaching. Furthermore, adequate resources, consistency in teaching methods, and feedback were seen to be essential. A pilot competency-based program was designed to lead bedside nurses and patients through a series of learning phases and has successfully been implemented. Since its implementation, the questionnaire has been repeated with results reflecting satisfaction with the revised competency-based program. Our findings and evaluation of the program through pre- and post-testing reflect an increase in organization in our teaching methods and has led to improved confidence and satisfaction for bedside nurses using this program. By redeveloping the current method of VAD education, our goal has been to improve the ways in which we deliver teaching to our patients. It is thought that, as with our experience in the post-heart transplant population, bedside nurses and team members will feel more empowered to provide teaching to patients with a VAD.     

Nurse Practitioner Program Curriculum Development: A Competency-based Approach

Competency-based education and assessment is commonplace in many health care disciplines, and is receiving increased attention in nurse practitioner programs. Competency-based education is an outcomes-based approach to the design, implementation, assessment, and evaluation of an education program using an organizing framework of competencies. In this article we describe the factors driving the paradigm shift to competency-based curricular design. We offer a general overview of the basics of a curricular matrix and one process and approach to developing a competency-based curriculum.     

基于世界卫生组织康复胜任力架构构建硕士研究生层次特殊体育教育专业研究

目的 探讨硕士研究生层次特殊体育教育专业教育体系.方法 运用世界卫生组织康复胜任力架构(RCF),形成特殊体育教育专业胜任力,并应用于特殊体育教育专业建设,探讨硕士研究生层次的特殊体育教育专业建设理论架构与方法体系.结果 基于RCF,构建了特殊体育教育教师的胜任力架构,涉及特殊体育教师的实践、专业精神、学习与发展、管理...     

基于康复胜任力架构的本科层次特殊教育专业设置研究

目的 基于世界卫生组织康复胜任力架构(RCF),构建以胜任力为本位并且满足残疾学生教育康复需求特点的本科层次特殊教育专业,提升特殊教育专业建设的水平,适应基于胜任力教育发展的要求。方法 运用RCF的理论与方法,参照《特殊教育教师专业标准(试行)》《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》,分析学校教育情境中特殊教育教师的胜任力要求。结果 构建了基于RCF的特殊教育教师胜任力架构,提出了基于RCF的特殊教育专业设置原则和基于RCF的特殊教育专业建设的原则,根据学校教育环境的特点,建立了适用于本科层次特殊教育专业的胜任力模式。结论 RCF作为一个服务全民健康的全球康复胜任力架构,其理论与方法对于构建特殊教育专业基于胜任力的教育体系具有重要的意义。基于RCF构建了本科层次特殊教育专业的原则、方法、教育目标以及方法体系,促进实施国家《特殊教育教师专业标准(试行)》、《特殊教育专业认证标准》和《特殊教育专业师范生教师职业能力标准》。     

Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model

AimTo define the concept of foundational competence as it pertains to prelicensure and graduate nursing students during their educational program, thereby informing pedagogical and assessment practices.BackgroundCompetence has many definitions and uses, however a lack of consensus of a clear and useful definition in nursing persists. Without shared language, competence remains open for interpretation across and among groups and impedes the ability to teach and assess it in a competency-based education framework.MethodUsing the Walker & Avant method of concept analysis, literature was reviewed and synthesized to define and explain the concept of foundational competence in nursing using evidence and practice from various disciplines.FindingsAntecedents, attributes, empirical referents and consequences of foundational competence were identified.DiscussionThe components and uses of the concept of foundational competence are presented to guide pedagogical and assessment practices necessary for competency-based education in nursing.     

Competency-Based Nursing in a Rehabilitation Setting

The success of achieving a competency-based rehabilitation nursing practice is shared in this article. An education day provided a comprehensive approach to ensure that practicing staff nurses stay abreast of the knowledge and skills necessary to provide quality patient care. This article details the decision-making process, competency development, strategies, and evaluation of the competency program. Formal documentation of competency testing is an asset for follow-up and accreditation review.     

Matching a graduate curriculum in public/community health nursing to practice competencies: the Rush University experience

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.     

Design and Implementation of a Competency-Based Transfusion Medicine Training Program in Canada

Transfusion medicine training in Canada is currently undergoing a transformation from a time- and process-based curriculum to a competency-based medical education framework. Transfusion medicine is the first accredited postgraduate medical education training program in Canada to adopt a purely competency-based curriculum. It is serving as an example for a number of other postgraduate medical training programs undergoing a similar transition. The purpose of this review is to highlight the elements of competency-based medical education, describe its application to transfusion medicine training, and report on the development and implementation of the new transfusion medicine curriculum in Canada.     

能力本位教学模式在传统康复技术教学中的应用研究

目的探讨能力本位教学模式在传统康复技术教学中的应用效果。方法2009 级高职康复治疗技术专业按自然班分为对照组和教改组,对照组采用传统教学模式,教改组采用能力本位教学模式,比较两种教学模式的教学效果。结果两组理论考核成绩无显著性差异,在技能考核和问卷调查评分上,教改组优于对照组(P<0.05)。结论能力本位教学模式对学生能力的培养优于传统教学模式。     

Overall information needs of early-stage prostate cancer patients over a decade: highly variable and remarkably stable

PURPOSE: To assess the stability of information needs of early-stage prostate cancer patients by comparing needs in the same location, at two time points, almost 10 years apart. METHOD: Two groups of patients were surveyed (first, 1996; second, 2005) to identify retrospectively their information needs in the diagnosis-to-treatment-decision time interval. Both sampling cohorts were men diagnosed in one location in Canada within the previous 2 years. Participants rated the importance of getting answers to each of 92 questions (organized in eight categories) using four options: essential, desired, no opinion, or avoid. For each essential and desired question, respondents also indicated the reason(s) they wanted the question addressed: to understand, decide, plan, or other. RESULTS: The two groups had similar response rates: 38 (68%) in 1996 and 130 (70%) in 2005. They also had similar ages, marital status, or education. Both groups rated means of: 49 questions "essential" with wide ranges across respondents (12-90 vs 0-92 questions); 73 questions as "essential"/"desired"; and two questions to "avoid". At both times, every question was essential to some participants but only six (in 1996) and 12 (in 2005) questions were essential to over 80% of participants. In both groups, the most frequent reason for essential questions was for understanding (mean number of questions 34 vs 36), followed by decision making (means 13 vs 19), and then planning (means 10 vs 15). CONCLUSIONS: We have demonstrated reliably that, although many patients want a lot of information, the range in amount and in exact details varies considerably across individuals. Systematic patient education is needed, therefore, but it must be individualized.     

Performance-based competencies for culturally responsive interprofessional collaborative practice

This paper will highlight how a literature review and stakeholder-expert feedback guided the creation of an interprofessional facilitator-collaborator competency tool, which was then used to design an interprofessional facilitator development program for the Partners for Interprofessional Cancer Education (PICE) Project. Cancer Care Nova Scotia (CCNS), one of the PICE Project partners, uses an Interprofessional Core Curriculum (ICC) to provide continuing education workshops to community-based practitioners, who as a portion of their practice, care for patients experiencing cancer. In order to deliver this curriculum, health professionals from a variety of disciplines required education that would enable them to become culturally sensitive interprofessional educators in promoting collaborative patient-centred practice. The Registered Nurses Professional Development Centre (RN-PDC), another PICE Project partner, has expertise in performance-based certification program design and utilizes a competency-based methodology in its education framework. This framework and methodology was used to develop the necessary interprofessional facilitator competencies that incorporate the knowledge, skills, and attitudes required for performance. Three main competency areas evolved, each with its own set of competencies, performance criteria and behavioural indicators.     

Peripheral ultrafiltration for patients with volume overload: a center's 4-year experience

The overall prevalence of heart failure in the United States is thought to be over 5 million people, with an additional 550 000 cases diagnosed each year. Peripheral ultrafiltration provides an additional method for relieving congestion in patients with decompensated heart failure who are resistant to diuretics. A competency-based education program for staff ensures adequate knowledge to safely care for the patient. Over a 4-year period, 120 patients have been treated for volume overload using peripheral ultrafiltration at Sharp Memorial Hospital.     

Implementing Competency-Based Interprofessional Education in Historically Black Colleges and Universities

With the new American Association of Colleges of Nursing Essentials (2021) and the Future of Nursing Report (2021) emerging, nurse practitioner faculty must be prepared to deliver equitable competency-based education to students. Student access to educational resources can be limited in small, rural, historically Black colleges and universities (HBCUs). Executing a feasible, cost-effective project for integrating interprofessional competency-based education in the curriculum for 2 cohorts of advanced practice registered nurse (nurse practitioner) students within an HBCU increased access. The project implications serve to remove barriers from faculty in HBCUs to achieve success in graduating competent students to deliver team-based care.     

Effect of an educational video on emergency department patient stroke knowledge

The purpose of this study was to explore whether passive watching of a stroke videotape in the Emergency Department waiting room could be an effective method for patient education. The setting was an urban, inner city teaching hospital. After providing informed consent, subjects were randomized into two arms: those watching a 12-min educational video on stroke developed by the American Stroke Association (video group) and those not undergoing an intervention (control group). Both groups were administered a 13-question quiz covering different stroke-related issues, but only the video group received this same test again after the completion of the educational program. Those enrolled were contacted after 1 month to determine knowledge retention via the same test. Immediately after watching the educational program, participants demonstrated improved knowledge of stroke-related questions, with an increase of test scores from 6.7 +/- 2.5 to 9.5 +/- 2.6 (p < 0.01). Even at the 1-month follow-up, the video group had significantly higher test scores than the control group. A stroke educational videotape improves the knowledge of this dangerous disease and may be a valuable and relatively low-cost tool for focused patient education in the Emergency Department waiting room.     

血液病患者对健康教育需求的调查与分析

目的　探讨血液病患者及家属对健康教育的需求。方法　选择 4 35例患者填写调查问卷 ,同时随机选择 4 35例患者家属进行了解 ,对结果进行处理。结果　患者及家属对健康教育的需求很高 ,主要集中在治疗、自我保健等方面。结论　针对不同患者的个体差异制订不同的健康教育内容 ,提高了护理质量 ,使患者受益 ;增强了护理人员专业素质 ;建立了新型的护患关系。     

护理胜任力本位教育——概念及实践

胜任力本位教育是一种与我国职业教育改革、高等教育改革思想和方针相一致的教育理念和教育模式。为此,从胜任力、能力、素质概念的内涵和外延探讨胜任力、能力和素质的异同,从护理教育的角度介绍胜任力冰山模型和胜任力的分类。通过分析胜任力本位教育的发展背景和发展历程,探讨护理胜任力本位教育的实质,介绍胜任力本位教育的实施方法、步骤、原则及常用的教学和评价方法。     

A global view of education and training in critical care medicine

The Educational Committee of the World Federation of Societies of Intensive and Critical Care Medicine (WFSICCM) performed a survey in various countries and reviewed data from the Cobatrice study and from surveys of the Pan-American and Iberic Federation of Societies of Intensive and Critical Care Medicine to characterize current structures and processes in education in intensive care medicine to determine the potential for convergence to a common competency-based training program, and to a common competency certification in most countries around the world, guided by the local scientific societies and the WFSICCM. Training in critical care medicine sponsored by the WFSICCM should provide a competency approach that permits diversity of training methods while creating a common outcome: doctors with a universal set of knowledge, skills, and attitudes essential for a specialist in intensive care medicine.