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Competency development in public health leadership.

Wright, K; Rowitz, L; Merkle, A; Reid, W M; Robinson, G; Herzog, B; Weber, D; Carmichael, D; Balderson, T R; Baker, E
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /08/2000 Português
Relevância na Pesquisa
36.55%
The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

Learning Outcomes for Health Professions: The Concept of the Swiss Competencies Framework

Sottas, Beat
Fonte: German Medical Science GMS Publishing House Publicador: German Medical Science GMS Publishing House
Tipo: Artigo de Revista Científica
Publicado em 04/02/2011 Português
Relevância na Pesquisa
36.35%
Modern conceptions of education are based on normative goals concerning learning outcomes in terms of competencies to acquire. The objective of the Swiss competencies framework was to define general and profession-specific learning outcomes for Bachelor’s and Master’s degree programmes in nursing, physiotherapy, occupational therapy (ergotherapy), midwifery, nutrition counselling, and technicians in medical radiology. In addition, national authorities needed an instrument that allowed the integration of the old professional trainings into a nationally-harmonised education system and that showed the specificities of the levels (higher vocational education; bachelor and master degree at university level). While the general learning outcomes were derived from legal bases, the profession-specific learning outcomes are elaborated according to the competency-based CanMEDS framework. In the CanMEDS framework, knowledge, skills, and attitudes are condensed into meta-competencies which in turn are divided into seven roles, including the medical expert (central role). Taxonomic characteristics and indicators were elaborated in an iterative process that involved regulators, the universities of applied sciences and professional organisations. For the degree programmes mentioned above...

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK

Kirk, Maggie; Tonkin, Emma; Skirton, Heather
Fonte: John Wiley & Sons Publicador: John Wiley & Sons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
46.22%
KIRK M., TONKIN E. & SKIRTON H. (2014) An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK. Journal of Advanced Nursing 70(2), 405–420. doi: 10.1111/jan.12207

Suicide Risk Assessment Training for Psychology Doctoral Programs: Core Competencies and a Framework for Training

Cramer, Robert J.; Johnson, Shara M.; McLaughlin, Jennifer; Rausch, Emilie M.; Conroy, Mary Alice
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/02/2013 Português
Relevância na Pesquisa
26.43%
Clinical and counseling psychology programs currently lack adequate evidence-based competency goals and training in suicide risk assessment. To begin to address this problem, this article proposes core competencies and an integrated training framework that can form the basis for training and research in this area. First, we evaluate the extent to which current training is effective in preparing trainees for suicide risk assessment. Within this discussion, sample and methodological issues are reviewed. Second, as an extension of these methodological training issues, we integrate empirically- and expert-derived suicide risk assessment competencies from several sources with the goal of streamlining core competencies for training purposes. Finally, a framework for suicide risk assessment training is outlined. The approach employs Objective Structured Clinical Examination (OSCE) methodology, an approach commonly utilized in medical competency training. The training modality also proposes the Suicide Competency Assessment Form (SCAF), a training tool evaluating self- and observer-ratings of trainee core competencies. The training framework and SCAF are ripe for empirical evaluation and potential training implementation.

Commentary on a framework for multicultural education

Hammerich, Karin F.
Fonte: Canadian Chiropractic Association Publicador: Canadian Chiropractic Association
Tipo: Artigo de Revista Científica
Publicado em /09/2014 Português
Relevância na Pesquisa
26.49%
Today’s changing demographics require that multicultural factors be considered in the delivery of quality patient-centred health care in chiropractic. Yet minimal training in cultural competency in chiropractic education leaves graduates ill-equipped to treat a diverse population. This commentary examines cultural competency training in current literature, demonstrates frameworks for curriculum integration, and suggests how cultural competency might be included in a chiropractic college curriculum. A database search yielded little evidence that cultural competency is integrated into curricula of chiropractic schools. Some journal articles note that promoting multicultural education and cultural sensitivity is an important goal. However, they provide no mechanisms as to how this can be achieved within training programs. Thus, although an undeniable need exists for all healthcare practitioners to develop cultural competency in the face of an increasingly diverse population, cultural competency education has not kept pace. Chiropractic schools must review their curricula to develop the cultural competencies of their graduates and a basic framework is suggested.

A single competency-based education and training and competency-based career framework for the Australian health workforce: discussing the potential value add

Brownie, Sharon Mary; Thomas, Janelle
Fonte: Kerman University of Medical Sciences Publicador: Kerman University of Medical Sciences
Tipo: Artigo de Revista Científica
Publicado em 24/09/2014 Português
Relevância na Pesquisa
26.49%
This brief discusses the policy implications of a research study commissioned by Health Workforce Australia (HWA) within its health workforce innovation and reform work program. The project explored conceptually complex and operationally problematic concepts related to developing a whole-of-workforce competency-based education and training and competency-based career framework for the Australian health workforce and culminated with the production of three reports published by HWA. The project raised important queries as to whether such a concept is desirable, feasible or implementable – in short what is the potential value add and is it achievable? In setting the scene for discussion, the foundation of the project’s genesis and focus of the study are highlighted. A summary of key definitions related to competency-based education and training frameworks and competency-based career frameworks are provided to further readers’ commonality of understanding. The nature of the problem to be solved is explored and the potential value-add for the Australian health workforce and its key constituents proposed. The paper concludes by discussing relevance and feasibility issues within Australia’s current and changing healthcare context along with the essential steps and implementation realities that would need to be considered and actioned if whole-of-workforce frameworks were to be developed and implemented.

An example of using a decision making framework designed for non-medical prescribers as a method for enhancing prescribing safety for inhaled corticosteroids (ICS)

Almarshad, Saja
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
36.09%
Non-medical prescribing is needed especially with the increased demand for health care and the physicians’ time constrains. Also, it is not well regulated in Saudi Arabia unlike the United Kingdom. This report aims to demonstrate the urged need for regulations to maintain a safe non-medical prescribing process. It also adapts the single competency framework provided by the United Kingdom national prescribing centre (NPC, 2012) to be utilised by the respiratory therapist for a safe prescribing process for inhaled corticosteroids (ICS) to control adult asthma as an example. The framework is thought to be an effective tool for safe non-medical prescribing and it is highly recommended to develop a national Saudi framework to maintain the patients’ safety and utilise resources.

Society for Endocrinology Competency Framework for Adult Endocrine Nursing: 2nd edition

Kieffer, Veronica; Davies, Kate; Gibson, Christine; Middleton, Morag; Munday, Jean; Shalet, Shashana; Shepherd, Lisa; Yeoh, Phillip
Fonte: Bioscientifica Ltd Publicador: Bioscientifica Ltd
Tipo: Artigo de Revista Científica
Publicado em 06/02/2015 Português
Relevância na Pesquisa
66.57%
This competency framework was developed by a working group of endocrine specialist nurses with the support of the Society for Endocrinology to enhance the clinical care that adults with an endocrine disorder receive. Nurses should be able to demonstrate that they are functioning at an optimal level in order for patients to receive appropriate care. By formulating a competency framework from which an adult endocrine nurse specialist can work, it is envisaged that their development as professional practitioners can be enhanced. This is the second edition of the Competency Framework for Adult Endocrine Nursing. It introduces four new competencies on benign adrenal tumours, hypo- and hyperparathyroidism, osteoporosis and polycystic ovary syndrome. The authors and the Society for Endocrinology welcome constructive feedback on the document, both nationally and internationally, in anticipation that further developments and ideas can be incorporated into future versions.

A Psychometric Evaluation of an Advanced Pharmacy Practice Experience Clinical Competency Framework

Douglas Ried, L.; Doty, Randell E.; Nemire, Ruth E.
Fonte: American Journal of Pharmaceutical Education Publicador: American Journal of Pharmaceutical Education
Tipo: Artigo de Revista Científica
Publicado em 25/03/2015 Português
Relevância na Pesquisa
46.33%
Objective. To assess the psychometric properties of the clinical competency framework known as the System of Universal Clinical Competency Evaluation in the Sunshine State (SUCCESS), including its internal consistency and content, construct, and criterion validity.

Élaboration d’un référentiel de compétences pour les futurs enseignants de FLE

Abdel Moneim Mahrousse Hussein, Ebtehal
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
46.66%
Les référentiels de compétences et la formation professionnelle des enseignants sont devenus des sujets qui suscitent beaucoup d’intérêt de la part de plusieurs chercheurs en éducation, dont Paquay (1994), Perrenoud (2001) et Berchoud (2007). La présente étude est une recherche-développement qui se donne pour objectif principal de concevoir et d’élaborer un référentiel de compétences pour les futurs enseignants de français langue étrangère (FLE). Pour y parvenir, notre démarche générale consistait à partir de l’analyse des référentiels de formation des enseignants ainsi que des standards de performance que nous pouvions déjà trouver partout dans le monde. Cette analyse nous a amenée à repérer les points communs et, par la suite, à les synthétiser pour trouver les éléments pertinents qui pourraient nous inspirer pour une première ébauche de notre référentiel. Ainsi, nous avons dressé une liste des domaines de performance nécessaires à la formation des futurs enseignants que nous avons repérés dans les écrits. Pour enrichir cette liste, nous avons mené des consultations auprès de quelques experts en Égypte où le français est enseigné comme deuxième langue étrangère dans les écoles publiques. Et...

Nursing leadership: bringing caring back to the future

Kitson, A.
Fonte: BMJ Group Publicador: BMJ Group
Tipo: Artigo de Revista Científica
Publicado em //2001 Português
Relevância na Pesquisa
35.99%
Leadership, whether it is nursing,medical or healthcare leadership, is about knowing how to make visions become reality. The vision that many nurses hold dear to their hearts is one where patients are treated with dignity and respect at all times; where systems are designed for the benefit of individual needs; and where the work performed by nurses and other carers is valued and respected. Achieving such a vision will require a paradigm shift in the philosophy, priorities, policies, and power relationships of the health service. Fundamentally, it will require the rhetoric of patient centred care to become a reality. The following scenario is set in the UK in the year 2012 and describes a health service that is on the pathway to achieving this vision. It tells the story from a nursing perspective and outlines the three key foundation stones that helped nursing achieve the vision of a patient centred health service: (1) development of patient centred care measures as part of performance management and the clinical governance agenda; (2) leadership based on personal growth and development principles; (3) new clinical career and competency framework for nursing.; Alison Kitson

A model for effective systems engineering workforce development at Space and Naval Warfare Systems Center (SSC) Atlantic

Walter, Paul G.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
26.51%
Approved for public release; distribution is unlimited; This thesis describes a methodology used to develop a systems engineering (SE) competency framework for Space and Naval Warfare Systems Center (SSC) Atlantica Department of Navy organization whose vision statement is to Make IT count for the Warfighter and the Nation. This methodology defines the role of systems engineers at SSC Atlantic; establishes prioritized SE competency areas; identifies associated knowledge, skills and abilities (KSAs); identifies optimal workforce development methods for each KSA; and addresses how to assess systems engineers against a competency development model. The results of this analysis show that systems engineers require many of the same KSAs as other members of the engineering workforce, but also require unique KSAs focused on customer mission/capability areas, technology areas, SE processes/activities and leadership skills. Developmental methods for systems engineers to obtain these KSAs range from informal on-the-job training to professional certifications and degrees. The methodology established in this thesis can be used by other organizations to develop and employ their own competency framework in practically any discipline. The SE competency framework defined in this thesis can be leveraged/tailored by other SE organizations in order to establish developmental roadmaps for improving the KSAs of their workforce.

Towards a framework for work package allocation for GSD

Ruano-Mayoral, Marcos; Fernández-González, Joaquín M.; Colomo-Palacios, Ricardo; García-Crespo, Ángel
Fonte: Springer Publicador: Springer
Tipo: info:eu-repo/semantics/acceptedVersion; info:eu-repo/semantics/conferenceObject; info:eu-repo/semantics/bookPart Formato: text/plain; application/pdf
Publicado em //2011 Português
Relevância na Pesquisa
36.39%
Global software development is an inexorable trend in the software industry. The impact of the trend in conventional software development can be found in many of its aspects. One of them is task or work package allocation. Task allocation was traditionally driven by resource competency and availability but GSD introduces new complexities to this process including time-zones differences, costs and cultural differences. In this work a report on the construction of a framework for work-package allocation within GSD projects is presented. This framework lies on three main pillars: individual and organizational competency, organizational customization and sound assessment methods.; This work is supported by the Spanish Centro para el Desarrollo Tecnológico Industrial (CDTI) under the Eureka Project E! 6244 PROPS-Tour and the national cooperation project SEM-IDi (IDI-20091150).; Proceeding of: Proceeding of: OTM 2011 Workshops: Confederated International Workshops and Posters: EI2N+NSF ICE, ICSP+INBAST, ISDE, ORM, OTMA, SWWS+MONET+SeDeS, and VADER 2011, Hersonissos, Crete, Greece, October 17-21, 2011

Le défi de l’intégration de l’approche par compétences lors de la sélection : conception d’un test de jugement situationnel ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine

Gauthier, Isabelle
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
36.4%
Introduction : L’approche par compétences est maintenant bien ancrée dans l’enseignement au niveau de la formation médicale postdoctorale. Dans ce contexte, un système de sélection également axé sur les compétences pourrait être avantageux. L’objectif principal de ce projet était de concevoir un TJS ciblant le rôle CanMEDS de collaborateur pour la sélection au niveau postdoctoral en médecine interne (MI) et en médecine familiale (MF). Méthodologie : Des entrevues d’incidents critiques ont été réalisées auprès de résidents juniors en MI ou en MF afin de générer les items du TJS. Trois leaders de l’approche par compétences ont révisé le contenu du test. Les items ont été analysés pour identifier la compétence principale du rôle CanMEDS de collaborateur, le contexte ainsi que les membres de l’équipe interprofessionnelle représentés dans les vignettes. La clé de correction a été déterminée par un panel composé de 11 experts. Cinq méthodes de notation ont été comparées. Résultats : Sept entrevues ont été réalisées. Après révision, 33 items ont été conservés dans le TJS. Les compétences clés du rôle CanMEDS de collaborateur, les contextes et les divers membres de l’équipe interprofessionnelle étaient bien distribués au travers des items. La moyenne des scores des experts variait entre 43...

The Development of Recovery Competencies for In-patient Mental Health Providers Working with People with Serious Mental Illness

CHEN, SHU-PING
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
46.68%
Objectives. The transformation of the mental health system toward a recovery-orientation has created a growing demand for training and education to equip providers with recovery competencies. The purpose of this thesis is to develop a recovery competency framework addressing the most salient components of recovery competencies required for providers practicing in in-patient contexts and to construct and test an education program accordingly. Methods. This thesis involved three phases. Phase One used competency development strategies to develop a recovery competency framework. Data collection methods included a literature review and 15 key informant interviews. In Phase Two, based on the recovery competency framework, a recovery education program was constructed and validated. In Phase Three, a pilot study with a pre-test/post-test design was used to examine the effectiveness of the education program. Twenty-six in-patient providers from three hospitals were recruited. Outcome measures included the Recovery Knowledge Inventory, two investigator-developed questionnaires rating participants’ sense of recovery knowledge application and perceived recovery-related dilemmas, and a group evaluation. Results. Two conceptual models were developed in Phase One to address key tensions and enabling processes for in-patient providers. Derived from these two models...

Executive functioning in children and youth: Development of occupational therapy competencies

Cramm, HEIDI
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
26.46%
Purpose: This thesis focuses on the development of occupational therapy competencies to enable executive occupational performance with school-aged children and youth. Methods: Three studies were structured according to the knowledge inquiry, synthesis, and product stages of the Knowledge To Action cycle (Graham et al., 2006). A scoping review in Phase One explored how executive functioning is described in the occupational therapy literature. In Phase Two, a qualitative study was conducted to determine how occupational therapists who have worked with children and youth perceive executive functioning to be understood and addressed. Phase Three used established competency development processes to produce an occupational therapy competency model and framework for enabling executive occupational performance. Results: Although there is little consensus on how executive functioning is understood, literature reviewed in Phase One demonstrated its pervasive effect on performance of complex, novel, and goal-directed occupations. Emerging themes suggest that assessment requires occupational, dynamic, and performance-based approaches, with interventions rooted in metacognitive frameworks. The Phase Two qualitative study suggested that, although there are challenges to being able to “see” executive functioning...

Effets d’un dispositif de formation exploitant des vidéos d’exemples de pratiques sur le développement d’une compétence professionnelle chez des enseignants du primaire

Meyer, Florian
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
26.45%
Cette recherche avait pour objectif d’évaluer l’effet du dispositif de formation « Zoom sur l’expertise pédagogique », ou, plus précisément, d’évaluer l’effet d’un parcours de formation créé grâce à ce dispositif et intégrant des exemples de pratiques sur vidéo sur les apprentissages et les intentions de changement de pratique d’un groupe d’enseignants du primaire relativement à la compétence professionnelle « Piloter des situations d’enseignement-apprentissage ». La réforme des programmes scolaires, qui s’installe progressivement depuis 2001, modifie considérablement les orientations en matière d’apprentissage et d’enseignement. Sa réussite repose notamment sur l’appropriation de nouvelles compétences professionnelles souvent difficiles à développer pour le personnel enseignant. À ces besoins de formation, les modalités de formation continue proposées ne semblaient répondre que partiellement. Le dispositif a été développé dans le but de soutenir le personnel enseignant dans l’appropriation de ce renouveau pédagogique et propose de nouvelles stratégies de formation basées principalement sur l’observation et l’analyse d’exemples de pratiques sur vidéo et enrichis de divers outils stimulant la réflexion sur la pratique. Sa conception s’inscrit dans un contexte d’émergence d’initiatives similaires. Néanmoins...

Assessing the competency needs in the Green Technology Industry

McMahon, Rosemarie
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 29/04/2011 Português
Relevância na Pesquisa
36.1%
This study reviews the technical and interpersonal competencies of professionals in the Green Technology industry. This industry is one of the fastest growing sectors in Europe. This growth trend is expected to continue and is largely due to global environmental issues and energy requirements. Ambitious European targets to reduce dependency on fossil fuels provide the ideal political framework for the expansion of this industry. In light of this development, an important consideration is the availability of skilled professionals in the workforce. This research examines the competencies of professionals based in Scandinavia (regions of Denmark, Norway and Sweden). Information for this study has been gathered from a number of Green Technology companies. This was managed through a series of interviews, focus group discussions and an online survey. Professionals involved in this study concur that education is invaluable to the development of this sector. Many of these professionals have already acquired university level education in disciplines such as engineering. According to the feedback, engineering skills in the Green Technology sector will continue to be important for the next 5 to 10 years. However, supplementary technical (e.g. project management...

CBE and NCCCS: The Potential for Competency-Based Education in the North Carolina Community College System

Hettinger, Margaret
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Masters' project
Publicado em 17/04/2014 Português
Relevância na Pesquisa
36.38%
POLICY QUESTION: Should the North Carolina Community College System implement Competency-Based Education, and if so, how should the organization lay the groundwork for CBE implementation? BACKGROUND: Community colleges face the challenges of ever-increasing demands on their services and declines in public funding. They are also recognizing a need to provide more effective signaling to employers related to the specific skills and capabilities students can be expected to have when completing programs. Colleges are seeking inventive and “disruptive” policy options in order to face these significant challenges. Competency-based education (CBE) is an innovative educational delivery model in the higher education context that offers one way of hypothetically substantially reducing costs per student. CBE also offers a way of assessing and reporting specific competencies that students have actively and individually demonstrated. As with many community college systems, the North Carolina Community College System (NCCCS) strives to balance the priorities of increasing completion rates, maintaining open access to the wide array of potential students, and ensuring the quality of education at their institutions. The NCCCS office is considering the option of implementing a form of competency-based education in its community colleges. To inform its decision-making...

A case study of the implementation of a competency-based curriculum in a Caribbean Teaching Hospital

Koeijers,JJ; Busari,JO; Duits,AJ
Fonte: West Indian Medical Journal Publicador: West Indian Medical Journal
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/10/2012 Português
Relevância na Pesquisa
36.29%
OBJECTIVE: Several teaching hospitals are currently modifying their curriculum to comply with the changing demands in medical education. As a result, we decided to evaluate whether a competency-based curriculum implemented in a Caribbean teaching hospital fulfilled the requirements as defined by the CanMEDS framework. METHODS: We made use of a triangulation method in the survey to obtain information on the educational process. Two separate methods were used consisting of site visits by visiting professors and a medical educator. The focus was on the structure, content and assessments of the educational activities. RESULTS: Major recommendations included increased involvement of medical specialists in the educational activities in the clinical workplace. There was need for improvement of communication between medical specialists, patients, nurses, trainees and residents. Overall, improvements were observed in the structure of clinical rotations and content of the training programme. CONCLUSION: The implemented assessment programme provided necessary information for effective evaluation of the competency-based curriculum. We were able to identify new and feasible methods for improving the curriculum in our educational setting.