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Results for “Competency-based training”

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At least 127 records · Page 7Linked to original sources
PubMed1991

GP trainees' views on hospital obstetric vocational training.

OBJECTIVES: To examine the content of hospital obstetric vocational training for general practice, the beliefs of general practitioner trainees about this training, and their perceived competence at practical obstetric procedures and the effect of training. DESIGN: Confidential postal questionnaire. SUBJECTS: A random one in four sample of all general practitioner trainees in the United Kingdom on vocational training schemes or in training practices in Autumn 1990. MAIN OUTCOME MEASURES: Trainees' competence and beliefs on Likert scale, numbers of procedures witnessed and performed, type of maternity care trainees intended to provide. RESULTS: Of 1019 trainees sent questionnaires, 765 (75.1%) replied; 517 had done some hospital obstetric training. After six months as a senior house officer 232/367 (63%) believed they were competent to perform a normal delivery unaided, 228 (62%) to manage a severe postpartum haemorrhage, and 227 (62%) to resuscitate a newborn infant. 272 (35.6%) trainees intended to provide intrapartum care and 56 (7.5%) to book home deliveries in the future. Hospital training increased confidence in performing most obstetric procedures in all trainees. However, a greater proportion of trainees who intended to provide full care than shared care felt competent at performing a normal vaginal delivery (63% (170/272) full v 45% (215/473) shared), low forceps delivery (38% (103) v 17% (79)), manual removal of placenta (24% (65) v 17% (82)), and intubating a neonate (42% (114) v 34% (161)). Trainees who had done any obstetric training were less likely to think that training encouraged future provision of intrapartum care (113/509 (22%) training v 65/213 (31%) no training). CONCLUSION: Hospital vocational obstetric training increases the perceived competence of trainees but fails to encourage them to use obstetric skills.

Attitude of Health Personnel↗
PubMedDate not supplied

Training for health care assistants.

The adequate preparation of health care assistants is a matter which is causing nurses great concern. Neil Headford outlines the initiative developed by Barnsley Health Authority which is designed to comply with the recommendations of statutory educational bodies. The meticulously designed course offers health care assistants broad and challenging opportunities and is based on the principles of adult and open learning. Assessment of performance is achieved through a competency model which draws on the ideas of established researchers.

Clinical Competence↗
PubMed1989

The Omnibus Budget Reconciliation Act of 1987. A policy analysis.

The Omnibus Reconciliation Act of 1987 set forth new provisions for Medicare and Medicaid sections related to new standards for care in the nursing home setting. One major provision was for nurse aide training. Within that provision there are four specified requirements: (1) nurse aide training for 75 hours, (2) competency evaluation of newly trained nurse aides, (3) competency evaluation of nurse aides already providing care, and (4) a registry for nurse aides. The primary implications of the these requirements center on the responsibility of the individual nurse or nurse community in ensuring appropriate implementation of the new requirement. Without appropriate implementation, some of the provisions increase the liability of the nurse and the risk to the public. The reality of OBRA 1987 and its intent of bringing a measure of quality assurance to the nursing home industry should only serve as an impetus for the nursing community to better translate the nurse role and its contribution in the nursing home setting to policy makers at local, state, and federal levels.

Competency-Based Education↗
PubMed1989

Multicompetency education in radiologic technology.

A primary method of cost control in health care facilities is the utilization of one employee in more than one capacity. The need for multicompetency education is readily apparent in radiologic technology, a field that consists of a wide variety of closely related specialty areas. The curriculum in the Division of Radiological Health Sciences at the University of Texas School of Allied Health Sciences at Galveston, has been specifically structured to accommodate this need. The division offers associate degree programs in radiography, nuclear medicine technology, and radiation therapy technology, and makes use of a core curriculum. The division also offers advanced skills training in subspecialty areas at the postassociate level in computed tomography, magnetic resonance imaging, angiography, and dosimetry. An evaluation of this system of multicompetent education is provided, based on a survey of graduates from the program. Multicompetent graduates were found to receive significantly higher salaries, enjoy an expanded job market, and have consistently better outlooks toward their future careers than single-skilled graduates.

Career Choice↗
PubMed1987

Appropriate dental training.

Primary dental health care has emerged as an important concept, particularly in the poor countries of the world, where dentistry as currently practised has not proved capable of controlling oral disease. Training for primary dental health care provision must be shaped to meet the specific needs of countries and communities. It demands a reorientation of those objectives which are conventional in dental teaching and the development of new attitudes on the part of teachers. Training must aim at self-development in which the ability to achieve simple goals is to the fore. The formulation of plans, the activities which result from them and the evaluation of their effects must be central to the teaching philosophy. Training must aim to develop competency in individual workers. This can best be generated by the use of field exercises. Teachers must not just deliver packages of information but they should develop a climate favourable to self-learning and use resources in a manner which allow students to recognise their own growth and development. Appropriate methods for achieving these goals are reviewed.

Community Dentistry↗
PubMed1984

Performance-based pharmacy internship program.

A structured training program based on behavioral objectives was developed for interns in a hospital pharmacy department. In an 831-bed hospital that employs eight pharmacy interns, each for an average of less than or equal to 20 hours per week, a program was developed to ensure (1) that interns have experience working in all service areas and (2) that staff pharmacists are consistent in the tasks they assign to interns. Interns worked with area supervisors and the internship coordinator to develop 23 learning objectives that covered 10 pharmaceutical service areas. A manual listing the objectives is used by interns to document their progress and by pharmacists to ensure uniform experience for all interns. All staff pharmacists work with interns and participate in their evaluations. This program using behavioral objectives provides interns with basic experience in all areas of hospital pharmacy operations.

Competency-Based Education↗
PubMed1982

Pediatric training in family practice: a core curriculum.

Official residency guidelines for pediatric training of family practice residents focus on the number of months of block time on pediatric rotations and the percentage of pediatric patients in the resident's model practice. These guidelines do not ensure competence in pediatrics. Family practice residencies need a competency-based curriculum derived from actual pediatric experience in family practice. Such a curriculum should define specific knowledge, skills, and attitudes required, define the family physician's role in handling each issue or condition, be used on a daily basis, and form a basis for evaluation of residents and curriculum. This paper describes the development and implementation of such a pediatric core curriculum at the University of Colorado Family Practice Residency.

Clinical Competence↗
PubMed1981

Competency-based advancement program for pharmacists.

A competency-based advancement program for practicing pharmacists is presented. The criteria for selecting this method of providing incentives for pharmacists are outlined. Procedures for developing and implementing this competency-based program are described. Five competency levels for pharmacists were developed based on the pharmacist's educational background, training, and experience. Differentiated position titles and competency expectations for each level are summarized. Criteria for pharmacist placement and promotion from one completely level to another are outlined. The administration of the program is described, including budget considerations and methods for evaluating its effectiveness. This system recognizes and rewards accomplishments of staff pharmacists without removing them from patient care roles.

Budgets↗
PubMedDate not supplied

Code 50: an orientation matrix to track orientation cost.

Estimates of staff orientation costs can range from $20,000-50,000 per person. The Director of Finance and the Director of Nursing Education and Research developed a system to track the orientation process to determine the actual costs. Head nurses and educators approached the orientation process differently; therefore, there was no consistency as to the time allotted for orientation. Although competency-based orientation tools were used for all new orientees, the average amount of time for new orientees to become productive ranged from 3-9 months. By creating the orientation matrix, a unique pay class (code 50) was assigned for all new orientees, and a computer program was developed to track costs. The overtime hours for orientees dropped to 159 from 941, resulting in an 83% reduction in overtime hours. The matrix ensured a more cost effective approach to orientation.

Clinical Competence↗
PubMedDate not supplied

Performance indicators for assessing competencies of preventive medicine residents.

Heightened national interest in population-based medicine, clinical preventive services, and health care management underscores the current need for definition and assessment of physician competency in these areas. This article describes a project sponsored by the Health Resources and Services Administration (HRSA) to develop competencies for each of the three specialty areas in preventive medicine and appropriate measures for the achievement of those competencies. We discuss fundamental issues surrounding assessment that helped guide the process, types of measurement strategies, and criteria for effective competencies and performance indicators. The article also explains the Work Group process used to reach consensus and identifies concerns and challenges raised during this process. We include the list of specialty competencies and performance indicators developed by the project. The project, entitled "Improving Training of Preventive Medicine Residents through the Development and Evaluation of Competencies," served as a model for interorganizational collaboration between the federal government (HRSA); a specialty society, the American College of Preventive Medicine (ACPM); and a preventive medicine residency program, State University of New York (SUNY) at Stony Brook. The commonality of competencies expected of residents in all three specialty areas of preventive medicine--occupational medicine, general preventive medicine and public health, and aerospace medicine--reaffirmed the rationale for including all of these areas within the single specialty of preventive medicine.

Aerospace Medicine↗