Training and Development Paper

According to Standard HR.1.20 the health care organization must ascertain that the right levels of competencies as well as qualifications are available at each level (JCAHO, 2004). Therefore, the job

The helping role domain contains proficiencies associated with starting a healing bond, offering comfort, and including patient in the management of care. The teaching-coaching domain involves education and goal setting at the appropriate time during patient care. The diagnostic and patient monitoring domain concerns competencies of continuous assessment and patient goal setting (Brykczynski, 2014). The effective management of rapidly changing situations domain contains competencies involving rapid response with resources during emergency conditions. The administering and monitoring therapeutic interventions domain concerns competencies associated with avoiding difficulties associated with hospital admissions, wound management, and medicine treatment (Alligood, 2014). Monitoring and ensuring the quality of health care practices domain concerns competencies involving safety, quality, technology, and partnership with physicians (Brykczynski, 2014). The organizational and work-role competencies domain involves competencies in important situations, group development, organizing and delivering care (Brykczynski, 2014). The domains describe competencies that are utilized and intersect during the nursing care for a

Some additional competencies that are expected according to the DEC (BON, 2010) BSN?s over ADN?s are advocacy for standards of practice through legislative process. The development of policy to improve health care among populations and communities that are vulnerable. Collaboration with other health care professionals to create and improve health care policies and procedures. Engage in creating ways of that promote quality nursing practice, and use research information and principles to improve evidence-base practice. They are expected to use role modeling competence, and leadership skills to enhance professional borders among interdisciplinary health care team.

24 (3S). Elsevier Publisher. doi:10.1016/S0749-3797 (02) 00657-8 Decker, M.. (2006). Competency Integration In Health Management Education. Guidebook 1: Mapping, Analysis, and Planning.

The article that I choose to complete my article summary on was called “The Relevance of the Alliance for CME Competencies for Planning, Organizing, and Sustaining an Interorganizational Educational Collaborative.” This article described “how the Alliance Competencies were exemplified in the activities of the partners, leading to educational activities that contributed to improvements in clinician performance and patient outcomes. There are 8 areas of alliance competencies supported in this article. The areas consist of Adult Organizational, Educational Interventions, Performance Measurement, Systems Thinking, Leadership, Administration/Management, and Self-Assessment and Lifelong Learning. Since there are predictions that the expectations of health professions change, so does educational performance expectations. The 8 areas described in the article provided support for planning and evaluating the expectations. Three main points addressed in the article are Educational

The competencies are essential behaviors of all NPs. “These competencies are demonstrated upon graduation regardless of the population focus of the program and are necessary for NPs to meet the complex challenges of translating rapidly expanding knowledge into practice and function in a challenging health care environment” (NONPF, 2014, para. 7). Nurse practitioner graduates have the knowledge, skills and abilities that are essential to independent clinical practice. The NP core competencies are acquired through mentored patient care experiences with emphasis on independent and inter professional practice; analytical skills for evaluating and providing evidence-based, patient centered care across settings; and advanced knowledge of the health care delivery system. The nine core competencies include scientific foundation competencies, leadership competencies, quality competencies, practice inquiry competencies, technology and information literacy competencies, policy competencies, health delivery system competencies, ethics competencies and independent practice competencies (NONPF,

There are studies based on evidence based practice that proved competencies have a positive impact on educating Frontline leaders. Connelly et al., (2003) claimed that competencies are needed for the charge nurse to be effective in portraying the role while Platt and Foster (2008) evaluated the effectiveness of educating nurses through the use of competencies. The goal of competency is to expand and update healthcare professionals in their knowledge and skills at their own pace.

The American College of Healthcare Executives Competencies Assessment Tool is a tool that is used for evaluation of one’s personal development. It is given to healthcare executives to analyze themselves especially in their areas of expertise for healthcare management (ACHE, 2016).

Even though the results of the surveys utilized were satisfactory, the researcher thinks that providers still need to work on developing skills to their health care staff to build confidence for the future challenges. This will help to boost the organizational work culture and to face challenges confidently and effectively.

There are five core competencies needed for health care professionals and they are provide patient centered care, work in interdisciplinary teams, employ evidence based practice, apply quality improvement, and utilizing informatics. In this paper, I will go into further detail how providing patient centered care is challenging, how to overcome the challenges, how it relates to my chosen profession, and how this competency can impact delivery of care to patients.

The acquisition of competencies can be achieved through talent, experience or training (Verma, 2006). The author argued talent carried as individual attributes that contribute to the competence acquisition. As indicated by Rush (2000, p; 5) in professional nursing development, talent is associate to the generic competencies which is underpin effective performance at all level of nursing management. However, according to Garavan et al., (2012) talent development in management is supporting the behaviourist approach which is talent development involves the process of developing both technical and generic competencies or separately. Technical competencies refer to the competencies whereby the manager development at the initial stage while a generic

The Towson University Health Care Management Program curriculum and internship program has provided us with the necessary tools and sources to achieve the Knowledge, Skills, and Attitudes (KSA’s) listed in the Core Competencies. Even though we have been guided in the right direction, I find that I am not fully aligned or parallel with all the given

Individuals who are given the opportunity to learn new skills, increase their abilities for specific accomplishments, and increase their overall knowledge in their field are more likely to remain with their employers. Therefore, many health care organizations realize that continuing education is not only a requirement for certification but also a method for attracting and retaining the best employees. Providing employees with a chance to polish their skills and learn new methods of providing the best care increases job satisfaction. It also makes employees more valuable as they are more able to provide the kind of care that patients expect and deserve. Employee competence is what makes health care what it is. Failing to provide adequate opportunities for continued education in the field will result in less overall care.

Competencies and continuing education are requirements for nurses in every health care setting; however, the requirements vary per unit and setting (Wright, 2010). Competence is the as the ability to do something successfully or efficiently (Merriam-Webster.com, 2015). Nursing educators are limited in their time at the bedside; therefore requiring competencies for clinical instructors will increase the quality of education instructors are providing by measuring their clinical performance (Klein, 2006; Kring, Ramseur, & Parnell, 2013). Currently, no standards exist for identifying strengths and learning needs of clinical instructors and faculty (Davidson & Rourke, 2012). Without documented competencies, there is no way to determine which instructors are high performers compared with those who are not. Clinical instructors with subpar skills and antiquated techniques provide inadequate experiences for students.

Training and development has become increasingly essential to the success of modern organisations, yet some still look at training as a problem or as something that is not taken seriously. Training and development is one key approach used by organisations to improve and maintain the capabilities of its workforce. However, many experts distinguish between training and development, being that training tends to be more closely focused and adapted towards short-term performance concerns, while development tends to be adapted more towards expanding an individual’s skills for future responsibilities (Snell and Bohlander 2007). The main reason that organisations train their employees is to bring their knowledge, skills and abilities up to the