Healthcare Education Handbook - Kansas Hospital Association

Kansas Healthcare Education Council

Healthcare

Education

Handbook

Published by the Kansas Healthcare Education Council


Table of Contents

I. Overview of the Educator’s Role in a Kansas Hospital

II. Organization of the Hospital Education Department

III. Requirements

A. State licensure and certification requirements

B. General education recommendations for Kansas hospital staff members:

C. Regulatory Training

D. Life Safety Classes

E. Record-Keeping Requirements

F. Additional Course Curriculum Utilized by Hospitals

IV. Developing the Hospital Educational Program

A. Annual Planning

B. Educational Evaluation

V. Competency Management

A. Elements of Performance

B. Verification Cycle

C. Standards & Ideas

VI. KSBN Continuing Education Requirements

A. Interactive CNE Offerings

B. Independent Study Program

C. Interactive Video (ITV)

D. Computer Assisted Instruction

VII. Policies & Procedures for Long-term Continuing Education Providers

A. Needs Assessment

B. Program Evaluation

C. Evaluation Criteria, Narrative Description

VIII. The Nursing Education Program

IX. Providing Continuing Education

A. Continuing Education Definitions

B. ANCC Certification

C. Preparing a Course

- Objectives, Curriculum Design, Stages of Learning,

- Cognitive, Affective, & Psychomotor Domain

X. Bibliography & Recommended Journals

XI. Appendix

A Seating

B. Digital Native Learner

C. Notes & Articles


Acknowledgement

It is with grateful appreciation to the members of KaHEC that this handbook has been compiled. Kansas

Association of Nursing Continuing Education Providers, now incorporated with the Kansas Healthcare

Education Council (KaHEC), was for many years an excellent organizational resource for healthcare educators

within the State of Kansas. Their contribution to this handbook with specific information regarding continuing

education is greatly appreciated. The KaHEC Board of Directors has chosen to provide this resource to assist

not only those providers of nursing continuing education, but also for those responsible for organizing

healthcare education across departmental lines within the Kansas hospital setting.

Introduction

It is the philosophy of KaHEC that education beyond basic preparation for one’s role in a hospital setting, is

the individual responsibility of every nurse, doctor, healthcare professional and/or staff member. Therefore, it

is the goal of this handbook to assist the hospital educator in the development and sustainment of a hospital

educational program that will not only meet individual requirements, but will exceed the standards set forth by

regulatory and professional governing entities.

Specific emphasis is given in this handbook for hospitals which provide continuing nursing education (CNE).

Continuing nursing education is one means of maintaining competency and enhancing skills for hospital

nurses and contributes to the personal and professional growth of the nurse. Many, if not all, of the principles

set forth for establishing a successful nursing education program are applicable to an entire hospital education

program and so the hospital educator, even if not a provider of clinical education, is encouraged to reference

this section of the KaHEC Healthcare Education Handbook.

For the Kansas hospital educator, some of the first steps in entering this role can be challenging if not

overwhelming. Identifying one’s specific duties and the organizational structure are key to a successful tenure.

It would seem that in many hospital settings, the educational needs are frequently exceeding the educator’s

ability to answer the demands. There’s always more to be taught, more to be assessed, more to be filed, etc.

For the educator, the goal of establishing work / life balance, yet meeting the existing demands while

strategizing for the future, requires careful organization and a watchful eye to not place unreasonable

expectations on oneself or on staff assisting with these responsibilities.

It is our hope and desire that this reference tool will be a source of encouragement and assistance to the Kansas

hospital educator. Please note that this is not a complete work, but a fluid document, always under revision as

regulations change and new opportunities are presented.


The Journey...

“I’m impressed,” stated the KDHE

State Surveyor, “it’s not often that I

find an education department that is so

thorough in meeting educational

requirements.” Melinda, Education

Coordinator at KaHEC Regional, was

pleased at the surveyor’s comments;

but, immediately reflected on the ardu-

ous journey that had led to this valued

compliment as well as all those that

had enabled the successes she now

enjoyed…

Three years before...

“Can I help you?” the Admissions

clerk asked the nervous Melinda

Havercamp RN who stood before her.

“Yes, could you let Jane Campbell,

DON know that I’m here or point out

her office to me please?” “Ms Camp-

bell is somewhere on the nursing unit.

If you turn right after leaving this

area, you can ask the nurses where she

might be working.” Melinda headed

in the general direction indicated and

eventually happened upon the DON

who was working with the Nursing

Supervisor. “Oh Melinda, I’m glad

you’re finally here!” The senior nurse

was apparently very excited over see-

ing her newest recruit and quickly

introduced her to the staff in the imme-

diate area, as the new Education Co-

ordinator. After being escorted to

her new desk area, introduced to

countless individuals, provided with a

computer, passwords, a badge, and

given a quick tour of the facility,

Melinda settled down to organize her-

self. Momentarily Melinda was dumb-

founded as she feared that all her edu-

cation had not prepared her for this

moment…Where do I start? What has

been done? What is needed?

The Educator’s Role in a

Kansas Hospital

Simply put, the Kansas hospital

employee charged with the oversight

of the education department, is

responsible to ensure that all

regulatory, organizational, and professional educational

requirements are met for all staff within the hospital. Depending on

the licensure of the facility and the regulatory agencies governing

compliance, educational requirements may differ slightly from one

organization to another.

⇒ The education coordinator is to be familiar with educational

requirements and oversee / ensure compliance.

⇒ The education coordinator is crucial in providing a well-

organized program that meets on-going staff educational

requirements, competency management, annual evaluations,

record-keeping and organizational development.

⇒ Typically, the education coordinator will develop, with the

assistance of other hospital department directors, an over-all

annual education calendar.

⇒ The education coordinator will ensure that needed classes are

organized and meet all necessary requirements for continuing

education hours.

⇒ The education coordinator will ensure that Kansas State Board of

Education requirements are met if the hospital is certified as a

Long-Term Provider of continuing education.

Helpful Hint: Restraint education should be provided

on a periodic basis after initial orientation education.

The Joint Commission permits organizations to deter-

mine the time frame for ongoing education, but it is im-

plied that it should occur no less than every three

years.

I’m hir

ed...no

w

what?

??


Sample Organizational Charts for the hospital 10 - 25 beds:

Sample Organizational Chart for the hospital 25-65 beds:

Sample Organizational Chart for the hospital 65Sample Organizational Chart for the hospital 65Sample Organizational Chart for the hospital 65Sample Organizational Chart for the hospital 65----150 beds:150 beds:150 beds:150 beds:

While every Kansas hospital is

unique, frequently the organiza-

tional structures are similar in that

Education Coordination is either

housed within the Human

Resources Department, answers

to the CEO directly, or reports to

the Nursing Department.

While the 25-bed Critical Access

Hospital’s (CAH) education

department will not have all the

offerings or responsibilities of the

metropolitan hospital education

department, the metropolitan hos-

pital educator will undoubtedly

include the same offerings and

responsibilities as a CAH educa-

tor. All this to say that the educa-

tor, no matter the size of the insti-

tution, is largely responsible for a

very key aspect of staffing acuity.

Each hospital comes with its own

challenges and one cannot assume

that hospital size alone deter-

mines the time required to fulfill

the responsibilities given to the

educator.

Melinda started her journey by first

identifying the organizational struc-

ture of her hospital and then listing

the specific duties and reporting

expectations from her supervisor,

the Director of Nurses.

As a RN in a Critical Access Hospi-

tal, Melinda’s duties would include

not only the education coordination,

but also the Risk and Quality Man-

agement Coordination—what an

undertaking!.

Organization of the Hospital Education Department


Sample Organizational Chart for the hospital 125 plus beds:

Today’s educator is likely to be responsi-

ble for more than one major aspect of

healthcare delivery. Especially in those

smaller hospitals, KaHEC members

report a variety of groupings including:

⇒ Human Resources / Marketing /

Education

⇒ Director of Nursing / Education

⇒ Case Management / Education / Risk

Management

⇒ Safety Director / Education /

Emergency Preparedness

The combinations of responsibilities are

virtually endless, but are frequently

related to the “home” department

whether nursing, human resources,

education itself, or another department.

To say that Melinda was overwhelmed with her

new responsibilities would have been an under-

statement. She was to report to the DON

quarterly on the education department and lead

the Education Committee monthly. Melinda was

to coordinate the overall education program, the

scholarship program and meet all tasks involved

in being a Long Term Education Provider.

After listing all the tasks she was responsible to

perform, Melinda began prioritizing and map-

ping-out her duties in a planner. She began

identifying those to serve on the various commit-

tees or task forces and carefully listed the goals

for each group.

Another meeting with the DON verified that

Melinda was on the right track and should move

forward with her current strategy of organizing

the program.


For the hospital educator there are at least five distinct aspects of

education that must be addressed:

A. Safety

B. Compliance and Organizational-related Curriculum

C. Competency Programs & Assessments

D. Continuing Educational Requirements for Staff

E. Record-keeping

F. CME and /or CNE qualifications and requirements

Education recommended for the education coordinator /

director is largely contingent on the responsibilities dele-

gated. For many years, the focus on hospital education was

almost solely on the nursing department; therefore, many if

not most hospital educators in Kansas have a degree as a

Registered Nurse or higher clinical education. For those hos-

pitals that are providers of Continuing Nursing Education,

some hospitals require a Master’s Degree or an Advanced

Practice Registered Nurse for the education coordinator.

With increasing costs and with nursing staff shortages, the

education coordinator may not have a clinical degree, but

rather an alternate professional degree with a proclivity or

interest to adult education as well as the needed organiza-

tional skills. Close coordination with the nursing department

can enable an education coordinator to successfully organize,

but not lead, a nursing continuing education without actually

holding a nursing degree. For those hospital educators who

are not responsible to provide clinical instruction, a bachelor

or master’s degree in education is most advantageous with

experience or emphasis in adult learning methodologies. Ad-

ditionally, because of the nature of the education coordina-

tor’s job, proficiency in project management is extremely as-

sistive.

With her goals firmly identified for each

of her major areas of responsibility, and

committee tasks and task members iden-

tified, Melinda now turned her attention

to ensuring that one of her foremost du-

ties was well underway - curriculum.

In the past, the hospital had not had a

well-defined process for identifying the

“mandatory” courses to be presented to

both clinical and non-clinical personnel.

Melinda wanted to change this hap-

hazard approach and implement a con-

sistent procedure for annual education

course selection.

She began by researching what courses

were required by the hospital’s regula-

tory agency, CMS. Then she added

those courses that department directors

indicated were also required. Finally,

after consulting with the best practices

of other hospitals, she added a few

classes that supported the mission of the

hospital and would be assistive in im-

proving identified problem areas.

Helpful Hint: It is important for hospitals to make a decision as to the frequency of education that

will be provided to staff on the various topics. There are only a few topics that regulatory agencies

require annually. For some, MDRO, central line–associated bloodstream infections (CLABSI), sur-

gical site infections (SSI), and waived testing is mandatory. Education and training on the use of re-

straint, and MDRO, CLABSI, and SSI are sometimes also provided at the time of hire.


Requirements Profession: Continuing Education Requirements: Doctors (MD or DO) 50 CME hours every year Physician Assistants 100 CME hours every two years Advanced Practice Registered Nurses 30 credits every 2 years* Registered Nurses 30 credits every 2 years Licensed Practical Nurses 30 CEUs every 2 years Physical Therapists 40 CEUs each 2 year licensing period Physical Therapy Assistants 20 CEUs each 2 year licensing period Occupational Therapists 40 CEU’s every 2 years (odd numbered years) Speech Therapists 20 CEU’s every 2 years Medical Laboratory Technicians No CEU requirements Psychologist 50 hours every 2 years Radiography (August 15-September 30 annually) 12 CEUs Nuclear Medicine 12 CEUs Radiation Therapy 12 CEUs Respiratory Therapists 12 CEUs annually Registered Dietitian 75 hours every 5 years Licensed Dietitian 15 hours every 2 years Social Workers 40 hours every 2 years

General education recommendations for many Kansas hospital staff members:

Regulatory Training:

Infection Control Reporting Abuse and Neglect Care for Specific Populations Restraint and Seclusion Rights & Responsibilities Ethical Considerations Compliance Program Patients' Rights Risk Management

Life Safety Classes:

All Hazards Awareness Disaster Preparedness Hospital Incident Command System Electrical Safety Fall Prevention Course Fire Safety Hand Hygiene Hazard Communication Infection Prevention and Control for Non-Clinical Staff Medical Radiation Safety Missing or Abducted Child Moving, Lifting and Repetitive Motion Slips, Trips and Falls HIPAA

Human Resource Topics:

Sexual Harassment


Additional Course Curriculum Utilized by Hospitals: Leadership-enhancing coursework:

KHA Leadership Academy (offered in the summer months) Franklin-Covey Courses: 7 Habits of Highly Effective People, 7 Habits of Highly Effective

Managers, Project Management, 4 Disciplines of Execution

Communication Skill Enhancements:

Crucial Conversations, Crucial Confrontations, Influencer by Vital Smarts

Interpersonal Skill Development / Teamwork:

Customer Service: Disney Customer Service The Florence Philosophy Studer Group Courses / Books

Conflict Management

Health / Nutrition / Wellness

Personality Identification

Colors Personality Course DISC System

Personagenics Meyers-Briggs Inventory

HFAP Standards for Annual Education:

• Infection control including blood borne pathogens and airborne pathogens • Quality Assessment / Performance Improvement (QAPI) • Life Safety • Equipment / device safety as needed • Hazardous waste and materials safety • Information Management including confidentiality, computer access, and medical records confidentiality • Patient Rights • In addition, education is required on the prevention, identification, and reporting of suspected abuse

(including sexual assault) and neglect to each healthcare worker, regardless of discipline.

Record Keeping:

Helpful Hint: Develop a pattern

of offering the same courses

regularly (during the same time

periods each year) so that staff

can expect to re-certify without

having their certifications lapse.

- The KHA Record & Retention Guide 2011 suggests that a Personnel File (which often includes competencies,

education, in-services, etc.) be kept for each employee for, “Not less than 7 years after termination of employ-

ment.” CFR 1602-14 requires retention for one year after termination or until final disposition of any charge

or action. Kansas law requires retention five years after termination. See KAR 50-2-2. We recommend the

longer period to provide for retention beyond the statute of limitations on a written employment contract,

which is five years.

- Records regarding continuing medical courses offered in the hospital are to be kept permanently.


Developing the Hospital Educational Program Whether assuming responsibility for an established hospital education program or providing initial

education program organization, the educator will need to address the following in the total

educational program:

A. Evaluations & Annual Assessments Annually the educator will need to identify the foreseeable required and desired needs of hospital

personnel within each department. Based on established goals of the hospital governance addi-tional classes / topics may also need to be included in the curriculum plan. This type of assessment is frequently done through a Hospital-wide Educational Assessment given to managers. The fol-lowing is a sample annual assessment. (See Appendix for Samples)

B. Classes based on infrequency of a procedure or Nursing Competency Assessment Results C. Orientation / On-Boarding D. Core Curriculum Requirements E. Hospital-specific classes frequently included

F. Annual Hospital-wide Education Program examples: On-line Educational Programs CareLearning HealthStream Swank Healthcare Live Educational Programs In-house Directed Contract Taught Pre-Packaged Programs

Combination Programs Competency Management

Hospital-wide Competency Program Management Unit / Department specific Competency Program Management

G. Resources for education documentation and certificates LMS (Learning Management Systems) providers, e.g. ACE Ware H. Departmental continuing education program I. Documentation Required: Policies & Procedures Manual CAH Review and Signature Requirement Other licensure requirements: Proof of education required for hospital certification JACHO licensed HVAP licensed CMS licensed KDHE Proof of education for employees, transcripts J. Competency Management K. Competency Record-keeping Helpful Hint: An effective education and training program should

be divided into thirds. One-third is for didactic training, one-third is

for direct observation, and one-third is for simulation.


Standard Education Courses

AFM&A Advanced Fetal Monitoring and Assessment

BLS Basic Life Support, two year certification, clinical and non-clinical courses available, pre-requisite requirement for ACLS

ENPC Emergency Nursing Pediatric Course, five-year certification for nurses only

PALS Pediatric Advanced Life Support, two year certification for nurses, PA’s, APRN’s, MD’s or DO’s.

ACLS Advanced Cardiac Life Support, two year certification for nurses, PA’s, APRN’s, MD’s or DO’s. Pre-requisite for ATLS course.

ATLS Advanced Trauma Life Support, four year certification for medical providers only (PA’s, APRN’s, MD’s and DO’s).

IFMC Intermediate Fetal Monitoring Course

NRP Neonatal Resuscitation Program, every two years.

ONS Chemo Chemotherapy & Biotherapy Course, RN’s only and renewed every two years RTTDC Rural Trauma Team Development Course, designed to help the emergency room response team (radiology, laboratory services, respiratory services, emergency room provider, EMS staff, etc. to work collaboratively for the welfare of the patient).

Stable Neonatal education program to focus exclusively on the post-resuscitation/pre-transport stabilization care of sick infants. Four year certification.

TNCC Trauma Nursing Core Course, four year certification for RN’s and APRN’s.

With her mandatory curriculum identified for the year, Melinda now divided up the coursework. She discov-

ered early on in the process of identifying curriculum that she had several areas to consider and so divided-up

the curriculum into Clinical and Non-Clinical curriculum and further identified curriculum for general orien-

tation, 90-Day orientation, competency improvement, and annual mandatory in-services. By noting the

months that BLS, ACLS, ENPC, etc. were typically offered, she was able to identify map-out her curriculum

for the entire year. She placed her findings into a chart so as to streamline the process for ensuing years. At

the same time she revamped the survey she had provided to department directors so that it would accurately

reflect the information she had just gathered from them.

Helpful Hint: Pre-Establish Names / Titles of Courses and be consistent in recording courses for easy retrieval i.e.: (Date) ACLS or Advanced Cardiac Life Support, (Date)


It had been a rough couple of weeks for Melinda, but at last she felt like

she was starting to get the Education Department organized to her liking.

One big aspect of this department was, of course, curriculum identifica-

tion. Now that that task was done, Melinda needed to identify exactly what

mediums were going to be used to present the curriculum. Certainly she

could not teach every course! How would she track it all and what about

scheduling!

After researching several companies that provide online education pro-

grams for hospitals, Melinda settled-on a company that would provide all

the identified mandatory classes, allow for private courses to be added,

and had all the tracking and reporting capabilities the hospital needed.

The online educational program would serve as the backbone to provide

the KaHEC Regional Hospital mandatory education curriculum.

Competency Management

Competency Management can be organized in a variety of ways, but should always be closely tied with a

hospital’s quality improvement program. In deciding what skills need to be included in an annual competency

assessment, topics / skills should be based on the following: high risk/low frequency, identified skill gap,

regulatory compliance, new equipment or policy /procedure. In some Kansas hospitals, the following clinical

procedures are to have a competency assessment performed annually:

• Multi-Drug Resistant Organisms (MDRO)*

• Central Line–Associated Bloodstream Infections (CLABSI)*

• Surgical Site Infections*

• Use of Restraint

*Competency is to also frequently given at time of hire.

Various methods for competency assessment include:

1. Competency Assessment Day(s) - These are typically mandatory sessions in which various stations are

established that allow for return demonstration after a brief tutorial or

explanation of the procedure is provided.

2. Live monthly or bi-monthly educational session that include a competency

assessment.

3. Assigned on-line classes or printed education sessions with return demon-

stration or other form of competency assessment provided that verifies the

skill required.

4. Packets given to staff with required completion dates.

(See samples from St. Jude Children’s Research Hospital in Appendix)


Melinda and the Director of Nursing

discussed at length the best strategy

for managing competency assess-

ment of the clinical staff. After con-

firming the list of competencies that

needed verification, it was decided

to develop packets of education that

included:

• Bladder Scanner /

• Chest tube insertion / drainage

• Stryker Beds

• BIPAP

• Crashcart / Defibrillator / EKG

• PICC / Portacaths / IV / Veno-

scope

• Multi-Drug Resistant Organisms

• Central Line–Associated Blood-

stream Infections (CLABSI)

• Surgical Site Infections

• Bariatric Transfer-slide

• Glucometer

• Dysrhythmia Test

• KCI Wound VAC

• Body Mechanics

• HazMat Protocol Skills

The assigned packets had not only a

summary of the policy and / or

needed skill, but also an identified

means of competency assessment

that would be completed by a speci-

fied date and returned to Melinda.

In reviewing the plan, Melinda made

sure that variety was included in the

assessments and that each objective

was attainable. Furthermore, she

created specific guidelines for

returning the packets to ensure time-

liness.

Elements of Performance*

1. The hospital defines the competencies it requires of its staff who

provide patient care, treatment, or services.

2. The hospital uses assessment methods to determine the individual’s

competence in the skills being assessed. NOTE: Methods may in-

clude test taking, return demonstration, or the use of simulation.

3. An individual with the educational background, experience, or

knowledge related to the skills being reviewed assesses competence.

NOTE: When a suitable individual cannot be found to assess staff

competence, the hospital can utilize an outside individual for this

task. Alternatively, the hospital may consult the competency guide-

lines from an appropriate professional organization to make its as-

sessment.

4. Staff competence is initially assessed and documented as part of ori-

entation.

5. Staff competence is assessed and documented once every three

years, or more frequently as required by hospital policy or in accor-

dance with law and regulation.

6. The hospital takes action when a staff member’s competence does

not meet expectations.

Principles to Follow Regarding Competency:

• Competency assessment should assess, on an ongoing basis, that you

have the right staff abilities to carry out your current organizational

goals and objectives.

• Competency assessment is an ongoing process:

- Basic: at time of hiring, licensure, registration, certification,

interview questions, previous experience.

- Initial: the knowledge, technical / clinical, interpersonal,

critical thinking skills and abilities required at

completion of orientation and before practicing

independently.

- Ongoing: build on the already established knowledge, skills,

and abilities. Reflect the new, changing, high risk, and

problematic aspects of the job as it evolves over time.

• The annual competency assessment process is not comprehensive

like the competency validation that occurs during orientation. Once

the employee has demonstrated that he or she has knowledge and the

ability to perform the position’s assigned responsibilities, tasks, and

skills, competency is established.*

*Provided by Dr. Samuel L. Maceri, MPA, DNSc, RN, NEA-BC,

Director, Education & Support St. Jude Children’s Research Hospital.


Competency Verification Cycle at St. Jude Children’s Research Hospital:

Cycle of competency verification

January

March

Identification of

competencies to be

assessed

87

89Cycle of competency verification

January

March

Identification of

competencies to be

assessed

Begin

assessment

period

Education,

‘fun’

activities

designed to

meet

competency

verification.


January

March

Identification of

competencies to be

assessed

Begin

assessment

period

Education,

‘fun’

activities

designed to

meet

competency

verification.

Decreasing,

in ‘fun’ and

options


January

March

Identification of

competencies to be

assessed

Begin

assessment

period

Education,

‘fun’

activities

designed to

meet

competency

verification.

Decreasing,

in ‘fun’ and

options

End

assessment

period

Aggregate

period

October


January

March

Identification of

competencies to be

assessed

Begin

assessment

period

Education,

‘fun’

activities

designed to

meet

competency

verification.

Decreasing,

in ‘fun’ and

options

End

assessment

period

Aggregate

period

What if ?

performance

Evaluation

October

References

Summers, B., Woods. W. (2004). Competency assessment: A

practical guide to the JCAHO standards (2nd ed.). Marblehead,

MA.

Wright, D. (2005). The ultimate guide to competency assessment

in healthcare (3nd ed.). MN: Creative Healthcare Resources.

http://e-dition.jcrinc.com/Standard.aspx?S=13179&M=1


- Blood transfusions and IV medications are administered by personnel who are trained and working within their scope of practice.

- Restraint competency is required as part of orientation and subsequently on a periodic basis consistent with

hospital policy including:

a. Techniques to identify staff and patient behaviors, events, and environmental factors that may trigger

circumstances that require the use of a restraint of seclusion

b. The use of nonphysical intervention skills

c. Choosing the least restrictive intervention based on an individualized assessment of the patient’s medi-

cal , or behavioral status or condition.

d. The safe application and use of all types of restraint or seclusion used in the hospital, including training

in how to recognize and respond to sights of physical and psychological distress (for example, positional or

asphyxia)

e. Clinical identification of specific behavioral changes that indicate the restraint or seclusion is no longer

necessary

f. Monitoring the physical and psychological well-being of the patient who is restrained or secluded, in-

cluding but not limited to respiratory and circulatory status, skin integrity, vital signs, and any special require-

ments specified by hospital policy associated with the 1-hour fact-to-face evaluation

g. The use of first aid techniques and certification in the use of cardiopulmonary resuscitation including

required periodic recertification.

Healthcare Facilities Accreditation Program (HFAP) Competency Standards

HFAP standards state, “Staff is competent in knowledge, skills, and ability to perform their responsibilities as

appropriate. An objective process for assessing and evaluating the competence of all employees is performed

at defined intervals. Competency is an ongoing process. The facility will define the skills to be assessed

annually and those skills to be assessed at defined intervals.”

Competency Day Theme Ideas

· Have a Titanic theme with boarding passes for check-off lists and navigational maps for various stations.

· One of our KaHEC educators recently tried a County Fair theme with cotton candy, apples and stations each having a

county fair flare.

· St. John Medical Center in Tulsa, OK used a Survivor theme. If a nurse completed a competency, he or she could earn

immunity. They even used Survivor-themed music.

· You might try a “Tune-up” theme. Use a car’s trouble-shooting maintenance list and check the “monitors,” “oil level,”

etc. in the various parts of the “Service Station.”

· “Tuning-up your Instruments” might work if you’d like to use a music theme for your competency day. Make sure the

right “notes” are played in Meditech or whatever documentation program you need to review.

· Don’t forget about a game day theme whether it’s a football team and you’re arranging competencies in “huddles” or a

game show theme with teams and choices such as Jeopardy.


Kansas Trauma Level Designation & Educational Requirements

A component in the development of a trauma care system is the designation of definitive trauma care facilities.

The system is a network of definitive care facilities that provides a range of care for all injured patients. In

most trauma systems a combination of designated trauma centers will coexist with other acute facility stan-

dards. The standards are established by the American College of Surgeons Committee on Trauma (ACS-

COT). This committee is the oldest standing committee of the college, established in 1922.

The classification of levels is not significant of the level of medical, but as a ranking of resource depth. The

commitment to quality care must be the same regardless of resources. All levels must participate in state and

regional trauma system planning, development, and operation within a region. Examples are:

Participation in state and regional trauma advisory committees

Leadership in state and regional medical audit committees

Regular collaboration with Regional Committees on Trauma, EMS, or other agencies to promote develop-

ment of state and regional systems

Participation in media and legislative education to promote and develop trauma systems

Participation in state and regional trauma needs assessment or injury surveillance

Participation in the development of a state or regional trauma plan or state trauma registry

Provision of technical assistance and education to regional hospitals and providers for the purposes of im-

proving system performance

A physician should be designated as the emergency department director. Physicians providing care are recom-

mended to be Advanced Trauma Life Support® (ATLS®) trained. Physicians providing emergency coverage

need to meet three categories: board certification, clinical involvement, and education. ATLS® certification

is for four years.

Trauma registry data must be collected and analyzed by every trauma center. The data must be reviewed by

the trauma director and trauma manager and reported to the appropriate committees within the facility. The

data must be submitted to the National Trauma Data Bank® (NTDB®) quarterly to be analyzed at a national

level.

Performance Improvement plus Patient Safety (PIPS) is a vital component of trauma care. Trauma care should

be efficacious, safe, and cost-effective. A major objective of PIPS is to reduce inappropriate variation in care

and to improve patient safety.

Level I

The Level I facility is a regional resource trauma center that provides tertiary care central to the trauma care

system. The facility must have the capability of providing leadership and total care for every aspect of injury,

from prevention to rehabilitation. The Level I center must have adequate depth of personnel and resources

serving as a lead hospital for the trauma system. Because of the large amount of resources for personnel and


facility, resources required for patient care, education, and research, most Level I trauma centers are university

-based teaching hospitals. A Level I trauma center must admit at least 1,200 trauma patients yearly or have

240 admissions with an Injury Severity Score (ISS) of more than 15 for the trauma panel surgeons or general

surgeons on call.

Must have 24-hour in-house availability of the attending surgeon with a maximum acceptable response time of

15 minutes tracked from patient arrival. The trauma surgeon must be dedicated to the trauma center when on

duty and have a published backup call schedule. A board certified neurosurgeon must be promptly available at

all times for trauma service.

Level II

A Level II trauma center provides trauma care in two distinct environments. The first is a population-dense

area where the Level II center may supplement the clinical activity and expertise of a Level I institution. The

second Level II environment serves as the lead trauma facility for a geographic area with a Level I is not geo-

graphically close.

The trauma director must have responsibility for determining each general surgeon’s ability to participate, be

present in the emergency department for major resuscitations, be present at operative procedures and actively

involved in the critical care of all seriously injured patients. 24-hour in-house availability with a maximum

acceptable response time of 15 minutes tracked from patient arrival. The trauma surgeon must be dedicated to

the trauma center while on duty with a published backup call schedule. A board certified neurosurgeon must

be promptly available at all times to the trauma service.

Level III

The Level III trauma center should have the capability to initially manage the majority of injured patients and

have transfer agreements with a Level I or II trauma center for patients who exceed the available resources.

The Level III trauma center must have continuous general surgical coverage. Trauma panel surgeons must re-

spond promptly to activations; remain knowledgeable in trauma care principles, and participate in performance

review activities. The Level III trauma center expects that the surgeon will be in the emergency department on

patient arrival with a maximum acceptable response time of 30 minutes tracked from patient arrival.

Level III trauma centers may frequently treat patients who may ultimately require transfer to a higher level of

care. Well-defined transfer plans are essential. Injury prevention and control, outreach activities to the local

community, and education programs for nurses, physicians, and allied health care workers involved with

trauma are functions of the Level III trauma center. A board certified neurosurgeon may or may not be avail-

able and if not transfer agreements must be in place.

Level IV

A Level IV trauma center is located in a rural area and usually supplements care within a larger trauma system.

Level IV facility provides initial evaluation and assessment of injured patients, but most patients will require

transfer to a higher level of trauma care. A Level IV facility must have 24-hour emergency coverage by a


physician, specialty coverage may or may not be available, but a well-organized resuscitation team is impor-

tant and well-defined transfer plans are essential.

Clinical Services

Anesthesia services must be available 24-hours a day and in-house for Level I and Level II trauma centers.

Anesthesiologists for Level I and Level II centers must be board-certified in anesthesiology. In Level III hos-

pital anesthesiologists or CRNAs must be promptly available.

An operating room must be readily available and staffed for a Level I trauma center. For Level II and III cen-

ters an adequately staffed and readily available operating room must be available in a timely manner.

Radiology services must be prompt available or by tele-radiology. Conventional radiography and computed

tomography (CT) must be available to all trauma centers 24-hours per day.

Laboratory services must be prompt and available 24-hours per day.

Physician Assistant (PA) and Advanced Registered Nurse Practitioner (APRN) can take ATLS® to be a mem-

ber of the trauma team.

Educational Opportunities for Nursing staff

A requirement for trauma education is a necessity for trauma team personnel. Opportunities for training are

Advanced Burn Life Support ©(ABLS©) 4 year certification

Trauma Nurse Core Course (TNCC) 4 year certification

All information for guidance in trauma level criteria can be obtained through the Kansas Trauma Program.

Additional can be obtained through the American College of Surgeons (American College of Surgeons [ACS],

2006). Note: An updated ACS manual is in the process of being updated.

Reference

American College of Surgeons. (2006). Resources for optimal care of the injured patient 2006 (2 ed.). Chicago, IL: American College of Surgeons.


Notes


Kansas State Board of Nursing (KSBN)

Mission

The mission of the Board of Nursing is to assure the citizens of Kansas of safe and competent practice by

nurses and mental health technicians.

Continuing Education

The Kansas State Board of Nursing recognizes nurses as adult learners with continuing education needs as

professionals and licensees. To facilitate the learning needs of licensees, KSBN has established the following

options for acquisition of CNE:

Long-Term CNE Providers - persons, organizations, or institutions approved by the Board to

implement multiple offerings for CNE credit towards RN, LPN, and LMHT re-licensure.

Single-Program Providers - persons, organizations, or institutions approved by the Board for a two

-year period to implement a single topic CNE offering.

Individual Offering Approval (IOA) - a means of facilitating continuing nursing education credit for

learning experiences that are not approved by a recognized nursing organization. The individual

licensee must submit an individual offering approval form and required documentation to provide

written justification of how the learning experience will enhance their practice of nursing.

College Course Credit - satisfactory completion of an academic course taken as a part of a nursing

degree completion program will be accepted by KSBN for re-licensure. Other college courses should

be submitted using the Individual Offering Approval process. One hour of college credit = 15 hours of

CNE.

Other Approved Offerings - Continuing education offerings approved by a national nursing

organization (ANCC, NLN, etc.) or any state board of nursing are accepted by the KSBN for re-

licensure in Kansas.

Meetings

The Continuing Education Committee of the Kansas State Board of Nursing consists of Governor appointed

members, staff, and CNE providers. The committee meets five times per year in conjunction with the KSBN

meetings and reviews providership applications, renewal applications, annual reports, and CNE rules and

regulations. The meetings are open to all interested persons.

More Information

To obtain a copy of the Kansas Nurse Practice Act, the CNE Rules and Regulations or other information about

the CNE functions of the Kansas State Board of Nursing, contact the Nursing Practice Specialist - CNE at the

KSBN at 785-296-5062, or visit the KSBN Website at www.ksbn.org.


Developing an Interactive CNE Offering

The following information has been developed to offer the reader the experience of many nursing continuing

education coordinators that have been working within the guidelines and regulations of a mandatory system. It

is hoped that the information will provide answers to many questions on how to plan, implement, and evaluate

nursing continuing education offerings.

I. Assessment

Assess Learner’s Needs - Formal and Informal

A. Prior to conducting a needs assessment you should

1. Determine a needs assessment framework/model.

2. Determine the source(s) of the needs assessment data - individual,

organizational, society.

B. Steps in the needs assessment

1. Determine the purpose.

2. Define the scope of the assessment.

3. Assess resources and constraints for conducting the assessment.

4. Elicit support.

5. Select appropriate methods - existing instruments vs. designing your own.

6. Collect the data using the appropriate methodology - questionnaires,

interviews, mail surveys, observations, etc.

7. Analyze data.

8. Prioritize needs.

9. Plan the offerings based on the needs assessment.

C. Suggested approaches to needs assessment

1. Ask questions of perspective participants, employers, nurse

colleagues, and consumers. (i.e. focus groups)

2. Include a needs assessment question on each offering evaluation.

3. Review current literature and research findings.

4. Conduct a formal needs assessment utilizing a questionnaire/survey tool (refer to the

literature for suggestions on questionnaire development).

5. Consult an advisory committee or colleagues/peers.


See Needs Assessment section for more information.

D. Selecting an Advisory Committee

1. Determine purpose and function.

2. Determine appropriate membership based upon purpose and function (i.e. - educators, learners, consumers, clinical experts).

3. Limit membership to a manageable number.

4. If necessary, form subcommittees.

E. Assess Resources - people and material for conducting an offering

1. Operating budget.

2. Faculty.

3. Hardware.

4. Supplies.

5. Facilities. II. Planning

A. Prior to planning a nursing continuing education offering, select a method to organize and document the process. Dolphin, Holtzclau, 1983, pp. 159-160.

1. PERT—The Program (or Project) Evaluation and Review Technique, commonly abbreviated PERT, is a statistical tool, used in project management, that is designed to analyze and represent the tasks involved in completing a given project.

2. Calendar flow chart.

B. Steps in the planning process

1. Identify the topic area and target audience.

2. Establish a planning committee based upon specific expertise determined by the topic or purpose of the offering. Be sure to involve someone with a background in education and someone that represents the target audience. The size of the planning committee should be congruent with the size and tasks of the offering itself.

3. Clarify the goals of the offering.

Helpful Hint: Several Online Options are available free for use

collecting your needs assessment data. These instruments will also

compile the data for you as well. See below for some available

options or search for free online survey options.

http://www.surveymonkey.com/

http://kwiksurveys.com/

http://www.zoomerang.com/


4. Determine format of the offering (e.g. one day, two day, concurrent sessions, practice session, demonstration, etc). Keep in mind principles of adult learning.

5. Establish a time and location for the offering:

a. Be aware of various factors that may contribute to timing (e.g. other offerings that

may affect participation, preference of target audience, potential for inclement

weather, etc.).

b. Secure a location early in the planning especially if seeking hotel accommodations.

c. Determine criteria for selection of offering site (e.g. location, meals, sleeping rooms,

comfort, breakout rooms, etc.).

6. Select a title for the offering. The title should reflect the content of the offering.

7. Develop measurable objectives or learning outcomes.

a. Objectives must be stated in terms of behaviors that will assure that the broad goals

have been met.

b. The number of objectives depends upon the complexity of the offering goal.

8. Develop offering content based upon the goal and objectives. Be certain that the

objectives and content can be accomplished in the designated time frame. Be specific

about the time the presentations begin and end.

9. Collaborate with speaker to determine the most appropriate teaching/learning strategies. Be

sure they are appropriate to the content, objectives and time frame.

10. Establish a prospective agenda with designated times for break and meals.

11. Calculate the number of contact hours according to formula approved by Kansas State

Board of Nursing. (50 min=1 CNE)

12. Identify speakers for the selected content:

a. Use established criteria for selection of speakers (e.g. credentials, expertise, ability

to present, style and manner of presence, availability, reputation, etc.).

b. Establish who will contact the potential speaker.

c. Coordinate objectives and content with the speaker.

d. Establish honoraria (if appropriate) and other expenses.

e. Request a current vita from the speaker.

f. Discuss teaching/learning strategies with the speaker.

g. Send a letter of confirmation to the speaker outlining details of the offering. Request

specific objectives, content outline, handout materials, and bibliography for course

notebooks or as handout materials for participants. Also ask about audiovisual needs. If

an honorarium is involved, a formal contract may be beneficial. This contract can


specify the sponsoring organization’s responsibilities as well as the expectations of the

speaker.

h. Establish a time for receipt of above material.

i. Follow up phone calls or letters should be done as necessary.

13. Determine how you want to evaluate the offering. (Kirkpatrick, 1994)

• Level I: Reaction: participant satisfaction

• Level II: Learning: to what extend did the participants increase knowledge, improve skills and/or change behavior?

• Level III: Behavior: To what extent do they apply the information?

• Level IV: Results: What final results occurred? (quality, cost etc.)

C. Budget

1. Prepare an estimated budget for the specific program or offering.

2. There are many factors considered in identifying costs of a single

offering. Samples of budget reports are included in this section.

3. Be sure to consider direct (honoraria, refreshments, film rental, etc.) as well as indirect costs (services, facilities, record-keeping, etc.).

D. Marketing

1. Determine target audience (e.g. RN, LPN, LMHT, and geographic area).

2. Determine most appropriate means to reach the target audience:

a. Journal advertisements (some professional journals have free advertisements for continuing education, others require a fee to advertise) most require 3 - 4 months lead-time.

b. Kansas State Board of Nursing Newsletter, Kansas Nurse, American Nurse, Council Newsletters.

c. Newspapers, radio, television, flyers.

d. Convention booths.

e. Direct mailing to the individual or institution. Direct mail is the preferred method for

best results but sometimes difficult to obtain or maintain mailing lists. Use your own mailing list or purchase lists from specific agencies or associations (e.g. ANA, Councils, journals, etc.).

3. If mailing third class (least expensive), mail at least 6-10 weeks prior to date of offering. a. You must plan ahead to be sure brochure is ready to mail on time.


4. Send additional brochures to planning committee and speakers to help market the

offering.

5. Send brochures to selected agencies, organizations, or individuals who can help market

the offering for you.

6. Be creative with your marketing techniques.

7. Evaluate your marketing techniques.

E. Brochure

1. Brochures and promotional materials are the mainstay of continuing education. They should communicate the message clearly.

2. The following are suggestions and considerations to include on the brochure: a. Sponsorship. b. Title. c. Dates, times, and locations. d. Advisory board/planning committee. e. Testimonials. f. Speakers. g. Purpose. h. Objectives. i. Target audience. j. Schedule and content. k. Fees and what they include. l. Contact hours and accreditation statement. (See the KSBN regulations for their

approved statement which must appear on each brochure). m. Registration forms. n. Phone number and name for additional information. o. Cancellation/refund policy. p. Accommodations (if necessary). q. Parking. r. Tax deduction information.

F. Co-sponsorship

1. If co-sponsoring a program decide who is responsible for the following:

a. Administration of the budget. b. Determination of objectives and content. c. Selection of faculty/presenters. d. Awarding of contact hours. e. Record keeping for offering. f. Evaluation.

2. Obtain a signed letter of agreement addressing above responsibilities.

III. Implementation

A. Know the plan and review the plan with all involved in assisting with the implementation.


B. Maintain Records 1. Records are kept for each offering and include the following:

a. Title. b. Name and title of person administratively responsible for implementing the offering. c. Names and title of planning committee. d. Name, title and vita for each faculty/presenter. e. Starting and ending dates. f. Name and address of facility where offering was held. g. Objectives, content, time frame, teaching methods, and method used to evaluate

the offering. h. Description of target audience. i. Method used to determine need for the offering.

j. Names and license numbers of participants and number of contact hours awarded

to each.

k. Number of contact hours awarded for offering. L. Summary of participant's evaluations. m. A copy of co-sponsorship agreement, if applicable.

2. Develop a system for storage of records, which allows for retrieval of essential information. 3. Keep records for at least five years. 4. Maintain confidentiality of record keeping system.

C. Day of the Program

1. Be sure that all speakers are in town. 2. Registration

a. Arrange for registration table. b. Be sure you have enough assistance to keep flow of registrants moving. c. Provide registration table staff with packets of materials, name tags, and sign-in

sheets.

3. Conference Room(s)

a. Be sure microphones are on and ready to use.

b. Be sure required audiovisual equipment is:

1. Present

2. Working and focused properly.

3. Extra bulbs for all audiovisual equipment are present and someone is there to change them.

c. Be sure seating arrangements are as planned. 1. Leave space between chairs for arms of participants. 2. Walking space between rows of chairs. 3. Keep chairs away from exit doors to:

a. Enable easy entrance and exit. b. Avoid disruption of participants due to noise in hall.

D. Greeter

1. Be available to greet participants. 2. Be available at registration table to assist registration staff.

Helpful Hint: All of these records

can be stored electronically. Your

signed rosters can be scanned and

filed.


3. Be available to handle emergencies.

E. Begin program 1. Begin program on time. (A MUST) 2. Greet assembled group. 3. Extend welcome. 4. Introductory remarks.

a. Be sure each participant has a copy of:

• Course outline

• Each handout

• References

• Evaluation tools (Encourage to complete)

• Brochure of future programs if appropriate

b. Announce.

• Location of water fountains, bathrooms

• Time of breaks and where

• Time of lunch and location if provided

• Time afternoon session begins if applicable

5. Introduce speaker.

a. The vita will provide pertinent information. The introduction should be short and should serve to provide both the credentials of the speaker and something interesting about the speaker.

b. Lead the applause as speaker approaches podium. c. Assist speaker with microphone. Move from speaker area

as unobtrusively as possible.

6. Conference management. a. Maintain physical comfort of the room. Adjust air-conditioner, fans, etc. b. Be available to answer questions. c. Obtain additional materials as necessary. d. Socialize with participants during breaks and lunch to gain feedback and

presentation reaction. e. Arrange lunch for speaker. f. Adjust lighting when audiovisuals are being used for maximum viewing.

g. Deliver messages to participants. (Usually a note and confine to emergencies). h. Be available to make announcements as break time. i. Be available to call participants back to seats following breaks, lunch, etc. j. Arrange or follow-up closure - include:

1. Brief appreciation comments to speaker. 2. Request for evaluations. 3. Identify where certificates of attendance may be obtained.

4. Wish them a safe trip home.


k. Be available to socialize with participants or speaker or both as offering

concludes.

l. Assist speaker in collecting materials and departing.

m. Post offering follow-up:

1. Return audiovisual equipment and other teaching aids to appropriate

area.

2. Compile evaluation data and prepare a report. 3. Draft notes of appreciation to:

• Speaker(s)

• Staff who have been helpful

• Co-sponsors

• Planning Committee 4. When all bills are in, finalize the budget.

IV. Evaluation

A. Evaluating Educational Offerings 1. Each educational offering should be evaluated at its conclusion. 2. Ample literature is available on designing and using effective evaluation tools. 3. The following evaluation components should be included on your evaluation tool:

a. Learner’s achievement of offering objectives. b. Teaching effectiveness of each individual faculty member/presenter. c. Relevance of content to goals and learner’s needs. d. Appropriateness of physical facilities. e. Achievement of personal objectives by participants.

4. Use the results of your evaluations for planning future offerings.

Many hospitals develop some type of computer-based training modules. Although this

method is probably the simplest to provide, not all education and training should be

conducted in this manner.


Proposed Budget

Income

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

Other sources (specify)

(Attach separate sheet if needed)

______________ _______

______________ _______

______________ _______

Sub Total ______________

Expenditures

Facilities

Room Rent___________

Food Service

For _______Persons

Break #1 @ _______/person


Other_______________ _________

Sub Total_______________

Zero Based Budgeting Form (Sample #1)

Title________________________________________________________________

Date___________________________ Location________________________________________

Final Budget

Income

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

_______Registrants @ _______ =_________

Other sources (specify)

(Attach separate sheet if needed)

______________ _______

______________ _______

______________ _______

Sub Total ______________

Expenditures

Facilities

Room Rent___________

Food Service

For _______Persons



Other_______________ _________

Sub Total_______________

Page 23


Income & Expenditures (Sample #2)Income & Expenditures (Sample #2)Income & Expenditures (Sample #2)Income & Expenditures (Sample #2)

WORKSHOP/SEMINAR________________________________________________

DATE___________________________LOCATION__________________________

ATTENDANCE: Employees _____________ Other _____________ Total Income _____________

TOTAL INCOME: ____________

TOTAL EXPENDITURES: ____________

NumberNumberNumberNumber

CostCostCostCost

TotalTotalTotalTotal

INCOMEINCOMEINCOMEINCOME

Tuition/Fees

Other

EXPENDITURESEXPENDITURESEXPENDITURESEXPENDITURES

Brochure:Brochure:Brochure:Brochure:

Printing

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Handouts

AV Equipment

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Mileage/Car Rental

Plane Fare

Hotel/Meals

Refreshments:Refreshments:Refreshments:Refreshments:

Meals

Breaks

Other Expenses:Other Expenses:Other Expenses:Other Expenses:

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Program:

Date:

Your feedback is important. Please return at the completion of the program.

Comments:

Suggestions for future programs:

Program EvaluationProgram EvaluationProgram EvaluationProgram Evaluation AgreeAgreeAgreeAgree UndecidedUndecidedUndecidedUndecided DisagreeDisagreeDisagreeDisagree

XXX presented her content in an understandable manner.

The program was informative.

The program is applicable to my clinical practice.

Handouts and audio/visuals were helpful.

• Objectives: please indicate whether each objective was met.

•

•

•

Frequency of education is a challenge. The

addition of so many topics to cover by The

Joint Commission and CMS makes the list

longer each year. Education programs

provided by hospitals should be evaluated

regularly because they are expensive and

need to be modified or discontinued if they

are not effective.


Hays Medical CenterHays Medical CenterHays Medical CenterHays Medical Center

Hays, KansasHays, KansasHays, KansasHays, Kansas

WORKSHOP EVALUATIONWORKSHOP EVALUATIONWORKSHOP EVALUATIONWORKSHOP EVALUATION

PROGRAM: CATCH THE RHYTHMCATCH THE RHYTHMCATCH THE RHYTHMCATCH THE RHYTHM

DATE: January 12, 2011

Your opinion of workshop content and instruction is important to us. We would appreciate your help in evaluating

the program in which you are now participating.

O=Poor 1=Fair 2=Average 3=Good 4=Excellent

PLEASE RATE THE FOLLOWING:

1. The workshop met the objectives listed below:

a) Describe the anatomy of the cardiovascular system.

b) List the components of the cardiac conduction system.

c) Relate the normal durations of the cardiac cycle.

d) State the basic steps used to analyze a rhythm strip.

e) Describe electrode placements for monitoring leads MCL-1 MCL-6 and Lead

f) Analyze the characteristics and hemodynamics of the basic Arrhythmias.

g) Identify arrhythmias from practice strips.

h) Discuss arrhythmias treatment and modalities to use.

2. Speaker:

Lillian Slater, RN, BSN, MICT,CEN

Jason Fawver, RN,MICT

3. Program applies to my work:

4. The audio-visual materials

In general, I liked the following aspects of the program best:

In general, I disliked the following aspects of the program:


WILLIAM NEWTON HOSPITAL

CONTINUING EDUCATION

PROGRAM EVALUATION

Program Title:

Speaker(s): Ray German, MICT, RRT

Professional Information: RN LPN LMHT LBSW/LMSW EMT/MICT CRTT/RRT Other

Place of Employment:

PROGRAM/SPEAKER EVALUATION: Code each number according to the following:

4=Excellent 3=Above average 2=Average 1-Below average

1. Were the following educational objectives achieved:

A. Objective one 4 3 2 1

B. Objective two 4 3 2 1

C. Objective three 4 3 2 1

2. The information was well organized. 4 3 2 1

3. The information contributed to my professional growth and knowledge. 4 3 2 1

4. The time allowed for discussion and questions was adequate. 4 3 2 1

5. The educational aides were helpful (i.e.-slides, handouts). 4 3 2 1

6. The information applied to my interests. 4 3 2 1

7. The speaker(s): was: 4 3 2 1

The most helpful features of this program were:

Suggestions for improving this program are:

Suggestions for future programs or possible speakers:

Thank you for your assistance. Any further comments, contact Cheryl Brock, BA, Education

Coordinator, William Newton Hospital, 221-2300, ext. 145 or Kathy Strom, RN Coordinator at ext. 212.


Program: Program: Program: Program:

Date: Date: Date: Date:

Salina, KansasSalina, KansasSalina, KansasSalina, Kansas

EvaluationEvaluationEvaluationEvaluation: In the interest of continuous quality improvement of our programs, we ask that you complete the follow-

ing evaluation. Please turn in your evaluation form at the end of the day.

Instructions:Instructions:Instructions:Instructions: For the following statements, indicate your level of achievement by circling one choice.

Speaker EvaluationSpeaker EvaluationSpeaker EvaluationSpeaker Evaluation

Did the speaker’s presentation address the objectives? ScaleScaleScaleScale: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure

A B C

Was the speaker effective, e.g., did they ask open ended questions; listen and respond appropriately to questions; provide relevant, accurate, timely and new information; and engage you in learning and did you find them interest-

ing, knowledgeable, and focused on the topic?

ScaleScaleScaleScale: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure: A=Yes B=No C=Unsure

A B C

Comments about the speaker(s):

Relevance of content to my clinical or organizational practice Relevance of content to my clinical or organizational practice Relevance of content to my clinical or organizational practice Relevance of content to my clinical or organizational practice

ScaleScaleScaleScale: Please select : Please select : Please select : Please select oneoneoneone answer to the following statements by circling the appropriate letteranswer to the following statements by circling the appropriate letteranswer to the following statements by circling the appropriate letteranswer to the following statements by circling the appropriate letter

For clinical presentations, did the course provide evidenceFor clinical presentations, did the course provide evidenceFor clinical presentations, did the course provide evidenceFor clinical presentations, did the course provide evidence----based information? based information? based information? based information? Yes No NAYes No NAYes No NAYes No NA

If not, please specify what specifically lacked acceptable evidence.

Please select your applicable profession:

o Physician oNurse oOther (please list):

Needs Assessment Needs Assessment Needs Assessment Needs Assessment

My personal goals/objectives for attending this conference were met.My personal goals/objectives for attending this conference were met.My personal goals/objectives for attending this conference were met.My personal goals/objectives for attending this conference were met. YesYesYesYes NoNoNoNo

If no, please identify what you expected and/or needed.

Needs Assessment My personal goals/objectives for attending this conference were met. Yes No If no, please identify what you expected and/or needed

A

I currently use this in patient care or or-ganizational prac-

tice.

B

I will use this in the

future.

C

I need additional

training/ support.

D

I will not be able to use this due to exist-ing clinical or organ-

izational barriers.

E

I will not use this because I dis-

agree.

A B C D E

A B C D E

A B C D E

A B C D E

A B C D E

Page 32


Area EvaluatedArea EvaluatedArea EvaluatedArea Evaluated

Frequency/Frequency/Frequency/Frequency/

WhenWhenWhenWhen WhoWhoWhoWho HowHowHowHow FindingsFindingsFindingsFindings ActionActionActionAction

Philosophy Annually

RN Coordinator

and Compare to philosophy

Education Coor-

dinator of parent organization Statement of

Purpose Annually

RN Coordinator

and Compare to philosophy

and Objectives

Education Coor-

dinator of parent organization

and to current trends Organization

and Annually

Education Coor-

dinator Review job descriptions,

Administration

and RN Coordi-

nator organizational chart &

current administrative

lines Needs Assess-

ment

Annually in

November

RN Coordinator

and Review survey prior to

A. Written tool:

Education Coor-

dinator mailing for appropriate-

ness and preview survey

results for use in

program planning B. Summary

from December

RN Coordinator

and Review program

evaluations

Education Coor-

dinator evaluation & list

identified needs for use

in program planning

Faculty selection Every June

RN Coordinator

and Review policy and

Education Coor-

dinator compare to KSBN

requirements

Financial Budget Every October

Education Coor-

dinator Keep accurate

and Chief Finan-

cial stats

Officer Plan budget - review

past year's budget Physical Facili-

ties Every June

Education De-

partment Assess office space &

A. Office Space Staff files for ease of

accessibility and

organization B. Workshop

facilities Every October

Education De-

partment Review program

Staff evaluations. Compare

facility to factors

necessary to a learning

environment


Policies Every June

RN Coordinator

and Review policies &

Education Coor-

dinator compare to KSBN

requirements

Offering Design Every October

RN Coordinator

and Review individual

Education Coor-

dinator offering files &

evaluation tallies.

Compare to KSBN

requirements

Forms Every October

RN Coordinator

and

Review brochure

design

Education Coor-

dinator and certificate of

attendance to be

certain

they reflect neces-

sary

information. Review

mailing list & update

if

needed Records Sys-

tem

Every Decem-

ber

RN Coordinator

and Review records to

Education Coor-

dinator validate presence of

required information Learner Satis-

faction

Every Decem-

ber

RN Coordinator

and

Review tally of pro-

gram

Education Coor-

dinator evaluations. Review

results of needs

assessment survey

Total Program Every June

RN Coordinator

and

Review total pro-

gram

Evaluation

Education Coor-

dinator

evaluation and com-

pare

contents to KSBN

requirements & ANA

standards for Con-

tinuing

Education

Area EvaluatedArea EvaluatedArea EvaluatedArea Evaluated

Frequency/Frequency/Frequency/Frequency/

WhenWhenWhenWhen WhoWhoWhoWho HowHowHowHow FindingsFindingsFindingsFindings ActionActionActionAction


Kansas Association of Nursing Continuing Education Providers

Independent Study (Self-study Programs)

Number of Hours Permitted

The Kansas State Board of Nursing currently permits registered nurses, licensed practical nurses and licensed

mental health technicians to earn 30 contact hours/renewal period via independent study. Contact hours

earned via independent study must be designated independent study on the certificate.

Rationale for Offering Independent Study

1. Provides a means of offering individualized instruction to meet specific learning needs, i.e. care of the

cardiac patient.

2. Provides a means of verifying attainment of knowledge and/or level of competence.

3. Provides an alternative for individuals whose schedules do not permit attendance at seminars or other

scheduled offerings.

4. Provides a service for individuals who are facing license renewal deadlines.

Challenges to Offering Independent Study

1. Independent study is labor intensive---each registration, test and certificate is handled individually.

2. It is sometimes difficult to obtain independent study programs. Unless you develop your own (this as-

sumes expertise in a specific area and time to do it), it is often difficult to find programs at a cost you

can afford.

3. Independent study programs require updating just like any other offering. This may require additional

resources, either human or financial.

4. The number of hours assigned to a specific independent study program must be verified. Pilot the in-

dependent study program on a number of nurses (usually three to five). Ask the pilot group to record

the time it takes to complete the entire study. Take an average of the time submitted by the pilot group.

As you obtain participant evaluations and feedback, use this information to verify the hours or change

them if necessary.


Where to Obtain Independent Study Programs

1. Purchase from the author for resale

(Author retains the copyright to the program.)

Advantages

A. You can provide programs with only a small investment in inventory.

B. You buy a finished product. It will be up-to-date or you need not buy it again.

Disadvantages

A. Most authors will expect you to actively market the independent study; may require that you enter

into a contractual agreement with the author defining specific expectations.

2. Author develops a specific independent study for you

(You/your institution owns the copyright to the program.)

Advantages

A. In the long run, this is usually the most cost- effective way to offer programs. You can generate

revenue through volume over time.

Disadvantages

A. Program development usually takes a good bit of time. You may need to have several conferences

with the author to define content, check on progress and evaluate the final product.

B. Beginning costs can be expensive---depending on who you find to write the independent study,

sometimes as much as $1000-$1500/independent study.

C. Since you own the independent, you will be responsible for updating it periodically. This is usually

an additional cost.

Designing Independent Study Materials

When designing educational activities that are intended for self-instruction, follow the same basic format used

for designing interactive offerings. The following guidelines will help in designing self-learning programs.

1. Conduct a Needs Analysis

Follow the same procedure for determining learning needs as for other educational programs.

2. Develop Objectives

The same steps should be followed for developing learning objectives as with other offerings. In most

cases, independent study is best suited for cognitive learning. Psychomotor skills are not usually


learned effectively via independent study. It is possible to combine independent study materials with

in-class demonstrations and hands-on practice.

3. Develop Independent Study Materials

Guidelines to keep in mind when designing self-learning materials include:

· Develop an outline, based on the objectives

· Use as few words as possible to get the point across.

· Use examples to illustrate major points.

· If possible, use visuals such as pictures, graphs, and charts.

· Include a bibliography.

4. Evaluate the Program

Provide a written evaluation to obtain participant feedback. This can be very helpful in designing fu-

ture self-learning modules. Feedback regarding both the content and the completion process is useful.

Documenting Completion of Independent Study

You will need some criteria for determining satisfactory completion of the offering. This is usually done by

means of a test.

Some authors want to grade the test themselves, write feedback for the participant, etc. In this situation, the

test is returned to the author and the author notifies you that the participant has satisfactorily completed the

independent study. You then send the certificate to the participant. This can be a very involved process and

one that takes clear guidelines for implementation.

It is much easier to develop a short answer test and grade it in-house. This can be done by support staff. This

also facilitates being able to process the independent study in a timely manner for the participant.

Interactive Video (ITV)

Continuing education provided via ITV is totally interactive and can be given contact hour credit just like any

other offering. During the presentation, a participant at any site has the opportunity to interact with the pre-

senter, and the presenter with the participant. The main advantage to using ITV is that it reaches a lot of peo-

ple with little travel time. A continuing education offering provided by ITV is planned like any other offering.

The speaker must be comfortable with the ITV format.

One of these two basic formats for setting up the offering can be followed:

I. Host site invites other sites to participate

The host site is responsible for making technical arrangements at each invited site, sends

out offering announcements, maintains the offering files, collects fees from all

participants, and is responsible for all costs. The host site is also responsible for

sending handouts, evaluations, and sign in rosters to each remote site. At the


conclusion of the offering, the remote sites sends all receipts, rosters, and evaluations

to the host site. The host site is then responsible for issuing continuing education certificates.

II. Remote site asks to join the host site

The remote site is responsible for making technical arrangements to join the program,

secures from the host site all information to maintain their CNE files, and accepts

responsibility for all costs at the remote site. The remote site also maintains their own

rosters, evaluations, and issues their own continuing education certificates. The speaker

honorarium is usually shared by each site.

Computer Assisted Instruction (CAI)

CAI may be provided for continuing nursing education and is considered to be interactive, therefore all thirty

(30) contact hours for relicensure can be obtained through this modality.

There are numerous companies with computer programs appropriate for CNE. Many of the programs already

have continuing education approval through various nursing organizations such as ANA, AJN, AACN, or a

KSBN provider can approve these through their providership.

The cost of each program may vary from $250 to $800.

Determining Contact Hours

To determine how many contact hours to award to the program, several nurses should complete the program

and record the length of time it took for each nurse to complete the activities. The number of hours to award to

the program would be an average of those times.

Verification of Completion

Most programs do have a post test included with a predetermined passing score needed for successful comple-

tion. Some of the programs allow the test results to be printed and some do not. For those that do not allow

the results to be printed, an educator must be contracted to come and verify the results once the nurse has com-

pleted the program.

Advantages

* Allows the nurse to complete all thirty (30) contact hours at their own pace and at times convenient for

their own personal schedules plus choose topics of personal interest.

Disadvantages

* Users may not be familiar with computers, thus requiring someone to be available to assist with using the

computer.

* A contact person must always be available during business hours for questions and technical problems.

* Nurses waiting until the last minute to obtain CNE for relicensure may not be able to receive the certifi-

cate the day they complete the program since verification of successful completion must be obtained.


Policies and Procedures

I. Required for Long Term Providers of CNE (KAR 60-9-105, 60-5-107)

A. Registration

1. Roster

Example: The attendance roster will be identical to the KSBN sample roster and will be type

written. The roster shall identify the provider’s name, address, phone number, provider

number, the course title, the CNE. The list of names will be alphabetized and will include the

license numbers of the participants.

2. Sign in process

Example: Participants must sign in at the beginning of each offering with their name exactly

as it appears on their nursing license. The sign in process is monitored by registration staff.

Each registrant is asked to verify personal information on the roster. Sign in sheets are col-

lected within fifteen (15) minutes of the start of the offering. At no time are sign in sheets left

unattended in a public place.

B. Attendance

1. Late arrival/early departure

Example: An offering shall consist of a minimum of 30 minutes (0.6 hours). Fractions of

hours over 30 minutes may be given with the approval of the Education Supervisor based on

0.1 contact hours for every 5 minutes of presentation time. Participants can be no more than

15 minutes late to a continuing education offering and must attend the entire offering to

receive contact hour credit. Exception: participants must attend the entire time for offerings

of one contact hour or less. The coordinator has the right/responsibility to deny or reduce

credit hours awarded if the participant arrives late or leaves prior to the completion of the

offering.

2. Partial Credit

Example: Partial credit may be granted with the approval of the coordinator for participants

arriving late or leaving early due to emergency situations. Partial credit may also be awarded

in the event a program-in-progress must be canceled suddenly due to unexpected circum-

stances (i.e. blizzard) or for attendance during one day of a two day offering.

C. Certificates

Example: Certificates of attendance will be awarded to participants after completion of a

continuing education offering. The certificate will contain:

* provider’s name, address, and provider number

* title of the course

* date(s) of attendance

* number of CNE contact hours awarded


* signature of the individual responsible for CNE

* name, address, and license number of the participant

* type of credit awarded if applicable (instructor, independent study)

D. Offering Announcement

Example: Offering announcements for continuing education will include the following

information:

* title of course offering

* date(s), time(s), and location

* purpose and offering objectives

* agenda

* speaker(s) and credentials

* target audience

* non-discrimination policy statement

* ADA policy statement

* fees

* cancellation/refund policy

* contact hours awarded

* the provider statement and provider number (as per KSBN guidelines)

* provider’s name, number, and address

* sponsorship information

E. Instructor Selection Criteria

Example: Instructors are selected on the basis of their comprehensive knowledge and experi-

ence relevant to the program content, their ability to relate to adult learners, and their commit-

ment to excellence in presentation style. For non-nurse presenters, degree and/or experience

in an allied field is required (education, psychology, social work, nursing home administra-

tion, business, law, etc.) Non-nurse presenters must show evidence of tailoring their

presentations to nursing issues and health-care settings.

F. Records

1. Location of Files

Example: All continuing nursing education files are maintained in a secure manner in the

CNE Department.

2. System of Record Keeping


Helpful Hint: When a new employee

joins your staff, make sure you document

all the information you might need in the

future including address, phone number,

license number, current certifications, etc.

The information is helpful for Human

Resources and Education.

Example: Records are kept in folders and filed in chronological order by offering date.

Records for the current and past two years are kept in a locked file cabinet.

3. Contents of CNE Files

4. Example: Each individual continuing education offering folder will

contain the following:

* offering announcement

* curriculum vitae for speaker(s)

* evaluations with summaries

* sign in rosters

* attendance roster

* handouts

* bibliography

* agenda

* objectives

* budget information

* correspondence

4. Security Measures Example: Records are kept in a secured manner (locked filing cabinet or

on computer) with only the coordinator and designated others having access to the files.

II. Policies (The following policies and procedures are not only helpful to have in place but may also be re-

quired to KSBN for providership).

A. Restrictions H. Laboratory time ratio in offerings

B. Cancellation I. Contract Services

C. Auditing J. Co-sponsorship

D. Fees* K. Outreach Program

E. Refunds* L. Independent home study courses

F. Insufficient funds and check policy* M. Instructor Credit

G. Audiovisual/audio taping N. Educational Setting

*See appendix for sample policy and procedure.


Needs Assessment

The assessment of learning needs is the first step in designing an effective learning experience. Using multiple

sources for identifying needs gives more accurate information about needs than does one source. It is also im-

portant to consider the response rate from the method selected. A smaller response rate would require greater

consensus to indicate a need.

Needs Assessment Methods

1. Advisory Groups - A group not to exceed 8-9 people who attend to share ideas in their area of practice

2. Brainstorming - A representative group who are willing to generate ideas without criticism or praise for

their clinical area.

3. Checklists - Readily available data such as orientation checklists which can indicate learning needs.

4. Delphi Technique - A specific strategy to obtain consensus. Questionnaires are sent to a targeted group,

responses are summarized, and a new version of the questionnaire is sent to the same responders for ad-

ditional response.

5. Interviews - An opportunity to share in-depth views, expand on areas of particular concern, and provide

examples to clarify points.

6. Literature Analysis - Keeping current with the literature in various areas of nursing is important to ana-

lyze trends and project learning needs for future programs.

7. Nominal Group Process - A method designed to create consensus through individual ranking of items

and a pooling of scores.

8. Observations - Direct observation of work performance can illicit learning needs.

9. Questionnaires - Most common type of needs assessment. These surveys

focus only on the respondent’s opinion as opposed to their actual knowledge or skill.

10. Rating Scales - A Likert scale commonly has response ranges from 1 to 5,

with 1 representing most or least and 5 representing the other extreme.

11. Records and Report Analysis - Careful analysis of data reports such as quality assurance reports often

reflect institutional need.

12. Services and Institutional Changes - Changes in the existing services of and institution provide indica-

tors for learning needs.

13. Telephone Surveys - Telephone surveys tend to illicit more accurate responses than face-to-face inter-

views.


Needs Assessment (Questionnaire - Example)

In order to better meet your needs and interests, we would appreciate a few minutes of your time to complete the follow-

ing survey.

[Check one] RN _____ LPN_____ OTHER_______________________

1. What is your current place of employment?

Hospital

Physician’s office

Nursing Home

School of Nursing

Other __________________________

Not currently employed.

2. In what area do you specialize?

Community Health

Critical Care

Geriatrics

Medical/Surgery

Obstetrics

Pediatrics

Psychiatry/Mental Health

Other __________________________

3. How do you most often hear about continuing nursing education (CNE) offerings?

Through information posted on bulletin boards at work

Through brochures received at home

Through advertisements in professional newsletters and journals

Through friends/colleagues

Other __________________________

4. For your most recent re-licensure period, approximately how many hours of CNE were obtained through pro

grams held within your work organization?

5. For your most recent re-licensure period, approximately how many hours of CNE were obtained through inde

pendent study?

6. For your most recent re-licensure period, approximately how many hours of CNE were obtained through college

credit?

7. When attending programs do you prefer one that is:

1-2 hrs in length 3-4 hrs in length

6-7 hrs in length


8. Does your schedule best allow attendance of programs that are:

All day

Afternoon only

Morning only

Evening

Saturday

9. What do you like most about our continuing education programs?

10. What do you like least about our continuing education programs?

11. Have you used our independent study CNE?

Yes

No

12. What did you like most about our independent study offerings?

13. If you have not used our independent study for CNE, why not? Please check all that apply:

I prefer to attend CNE conferences/programs

Lack of topics of interest available through independent study

Lower quality of learning achieved through independent study versus that obtained through a program t

hat is attended

I was not aware you offered independent study

Other


Please check all topics of interest:

Adolescent Crises

Aging

Allergies

Arthritis

Asthma

Attention Deficit Disorder

Blood Disorders

Burns

Cancer

Cardiac Rehabilitation

Case Management

Chemotherapy

Chest Injuries

Child Abuse

Cirrhosis

Co-dependency

Communicable Diseases

Compassion

Complications of Pregnancy

COPD

Cor Pulmonale

Cultural Differences

Depression

Dermatologic Problems

Diabetes

Discharge Planning

Drug Update

Dysrhythmias (Basic)

Eating Disorders

EKG Interpretation

Elderly Abuse

Epidurals for Pain Control

Epilepsy

Epilepsy

Ethical Issues

Fluid / Electrolytes

Future of Healthcare

G.I. Bleeding

Grief

Growth and Development

Guardianship

GYN Problems

Humor in Healthcare

Hypertension

ID of High Risk Infant

Immunizations

Inflammatory Bowel Disease

Laparoscopic Surgical Procedures

Legal Perspectives

Neuro Disorders

Nursing Care Plans

Nursing Diagnosis

Organ/Tissue Donation

Orthopedic Infections

Osteoporosis

Ostomy

Pacemaker

Panic Lab Levels

Patient Teaching

Pelvic Inflammatory Disease

Peptic Ulcer Disease

Pericarditis

Peripheral Vascular Surgery

Physical Assessment

Premature Labor

Pulmonary Edema

Pneumonia

Pulmonary Embolism

Renal Disorders

Respiratory Distress Syndrome

Reyes Syndrome

Seizures

Self-esteem in Children

Self-image

Septic Shock

Sexual Transmitted Diseases

Shock

Sleep Disorders

Spinal Injuries

Spirituality

Sports Injuries

Stabilization/Transport of Neonate

Stress

Stroke

Substance Abuse

Sudden Infant Death Syndrome

Suicide

Thyroid Disorders

Total Parenteral Nutrition

Toxemia

Trauma

Urinary Tract Infection

Urologic Disorders

Valvular Heart Disease

Wellness

Other


Total Program Evaluation

The total program evaluation plan should provide a systematic process for collecting and analyzing the data

needed to determine if the providership is doing the right thing and doing the right thing well. The plan identi-

fies and describes all components of the plan used to evaluate the overall performance of the CNE provider-

ship.

What is to be Evaluated

The total program evaluation plan must evaluate the entire program:

* Program Administration

Organizational chart

Philosophy, goals, and objectives

Program coordinator job description

Advisory Committee

*Program Management

Policies and procedures

Needs assessment process

Offerings

*Total Program Evaluation Plan

Evaluate the plan itself - the ability of the plan to measure overall performance (i.e. effectiveness, appropri-

ateness, efficiency, etc.) of the CNE providership.

This is not an evaluation of individual educational offerings.

When is the evaluation done

The total program evaluation is done at least annually and is reported in the annual report to the KSBN.

How is the evaluation done

The plan may be presented as a narrative, as a chart, as a matrix, or in any format appropriate for the provider-

ship.


Wesley Medical Center

KSBN Providership Total Program Evaluation

Summary/Action Plan

CATEGORY/SECTIONCATEGORY/SECTIONCATEGORY/SECTIONCATEGORY/SECTION CRITERIACRITERIACRITERIACRITERIA DATE/OUTCOMEDATE/OUTCOMEDATE/OUTCOMEDATE/OUTCOME ACTION PLANACTION PLANACTION PLANACTION PLAN

A. Administration

Organization

1. Organizational structure of CNE is identified with the parent organi-

zation.

Organizational structure does/does

not identify CNE unit

Philosophy, Goals and

Objectives

1. The CNE unit functions within the parent mission philosophy and

meets CE goals and objectives.

CNE unit does/does not function within parent institution, mission and

goals.

2. The CNE unit promotes compli-ance with CE Rules and Regulations

of the KSBN.

Administration of CNE is in compli-ance/not in compliance with KSBN

regulations.

Coordinator

1. Program Coordinator’s job de-scription complies with KSBN coor-

dinator criteria.

Level of Education criteria and teach-ing experience meets/does not meet

with KSBN regulations.

Advisory Component 1. The CNE unit works collabora-tively with clinical educators and

nursing staff to provide CNE.

2. Nursing Educator/Consultant participates in identifying CNE of-

ferings presented.

Level of involvement with clinical educators and nursing staff is/is not

adequate.

Nursing Educator/Consultant identi-fies/does not identify topics for CNE

offerings.

B. Program

Management

Policies and

Procedures

There are policies and procedures to

facilitate the CNE program:

• CNE Attendance Rosters CNE certificates, Independent Study CNE evaluation and CNE

Instructor Credit

• Marketing Materials

• CNE Instructor Criteria

• CNE Record Management

• Contracting for CNE by Outside

Groups

• Independent Study for CNE

• Duplicate certificates

• Payments of Tuition fees for

CNE offering

• Refunds of Registration fees

• Policy statements

Responsibilities are clear/are not clear and the staff affected are/are not in

compliance.



Records

1. Records are maintained for each CNE

offering that include:

syllabus

bibliography

copy of handout

vita

original roster/KSBN roster

independent study pilot results

evaluation results

2. Storage of CNE records by major nursing categories allows for easy

retrieval of information.

Record complies with/does not comply

with KSBN regulations.

Records are accessible/are not accessi-

ble.

3. Confidentiality of sign-in rosters is

monitored.

Rosters are in a locked file / are not in

a locked file.

Sign in rosters are/are not left unat-

tended at offering.

Instructors

1. The faculty are academically and clinically prepared in their area of re-

sponsibility.

Credentials are/are not appropriate for

teaching nursing continuing education.

2. Facility utilized adult education prin-ciples and exhibits effective teaching

skills.

Teaching skills are effective/are not

effective for promoting learning.

3. Faculty are providing appropriate

content for CNE approval.

Content is continuing education/is not

continuing education for participants.

Needs AssessmentNeeds AssessmentNeeds AssessmentNeeds Assessment 1. Nursing staff have input into topics

for CNE offerings.

Educational needs of nursing staff

are/are not being met.

2. Participants have input into topics

for CNE offerings.

Input for future CNE topics is/is not

solicited from the participant.

Offering DesignOffering DesignOffering DesignOffering Design

1. Offerings are planned by faculty rep-resenting the topic content area,

learner and management.

Planning committees involve/do not involve the three types of iden-

tified members.

2. Faculty take an active part in plan-ning, implementing, and evaluating the

offering.

Faculty are/are not involved in the

CNE process.

3. Objectives are stated in behavioral terms that define the expected out-

comes for the learner.

Objective outcomes are attainable/

are not attainable.


CATEGORY/CATEGORY/CATEGORY/CATEGORY/

SECTIONSECTIONSECTIONSECTION CRITERIACRITERIACRITERIACRITERIA DATE/OUTCOMEDATE/OUTCOMEDATE/OUTCOMEDATE/OUTCOME ACTION PLANACTION PLANACTION PLANACTION PLAN

4. Objectives are consistent with

time allotted for the offering.

Objectives are met/are not met in the

class time allotted.

5. Objectives are consistent with

knowledge base of target audience.

Objectives reflect/do not reflect educa-

tion level of audience.

6. Content reflects current or ad-vanced nursing practice in the topic

area.

Content reflects/does not reflect latest

trends in nursing practice.

7. Content satisfies the stated behav-

ioral objectives for participant.

Participant perceives/does not perceive

the objectives were met.

8. Content is appropriate for the

time allotted for offering.

Content is/is not adequately covered in

time allotted.

9. There is a tool provided to the participant for evaluation of the fol-

lowing:

Teaching effectiveness

Content

Achievement of stated

objectives

Participant do/do not have an opportu-

nity to evaluate the offering.

10. The marketing tool includes:

offering description

objectives

target population

faculty

fee

KSBN provider statement

and number

number of contact hours

awarded

policy statements

Marketing tools include/do not in-clude appropriate information for the

participant.



LearnerLearnerLearnerLearner 1. Participants are satisfied with

topic areas presented.

Offering evaluations reflect/do not reflect satisfaction in content of-fered. Attendance is/is not ade-

quate.

2. Participants are provided an opportunity to interact with the

faculty.

Opportunities for participant involve-ment are/are not provided by the

faculty.

C. C. C. C. TPEP AnalysisTPEP AnalysisTPEP AnalysisTPEP Analysis 1. The TPEP continues to be ap-propriate and effective in meeting the needs of the KSBN and Wesley

Medical Center.

Criteria statements are/are not ap-propriate and effective in evaluating

the total program.

Submitted by: ___________________________________

XXXXXXXXXXXXX

___________________________________

Date


PROGRAM EVALUATION

Dwight D. Eisenhower VA Medical Center

Continuing Nursing Education Provider Program

This Total Program Evaluation Plan was adapted from the Dimensions of Performance as described by the

Joint Commission on the Accreditation of Health Care Organizations. The plan is designed to answer the

questions:

Are we doing the right thing?

Efficacy

Appropriateness

Are we doing the right thing well?

Availability

Timeliness

Effectiveness

Continuity

Safety

Efficiency

Respect and Caring

During the first year of using this plan, review the program administration, program management, and total

program evaluation using a 1-5 scale to determine the degree of efficacy, appropriateness, availability, timeli-

ness, effectiveness, continuity, safety, efficiency, and respect and caring (5=no room for improvement,

4=exceeding standard, 3=meeting standard, 2=less than acceptable, 1= not acceptable, 0=not being done at

all).

In subsequent year, review the program administration, program management, and total program evaluation

using a “Rating of Change Scale” such as: +5=very much better, +4=much better, +3=moderately better, +2=a

little better, +1=almost the same, hardly any better at all, 0=no change, -1=almost the same, hardly any worse,

-2=a little worse, -3=moderately worse, -4=much worse, -5=very much worse.


EVALUATION CRITERIA

NARRATIVE DESCRIPTIONS

Program Administration

Organizational Chart

Efficacy: Degree to which organization encourages accomplishment of desired/projected outcome.

Appropriateness: Degree to which organization facilitates education, whether ACNSE is part of Nursing Ser

vice administrative group.

Availability: Degree to which organization affords educational opportunities to the target population.

Timeliness: Degree to which organization supports delivery of education offering at a time when it is most

beneficial or necessary.

Effectiveness: Degree to which organization facilitates/allows use of appropriate teaching strategies/

methodologies.

Continuity: Degree to which organization fosters collaboration and coordination among all educators at medical

center.

Safety: Degree to which organization fosters delivery of educational offerings in a reduced risk environment.

Efficiency: Degree to which organization encourages prudent use of resources used to accomplish the desired/

projected outcome.

Respect and Caring: Degree to which organization recognizes and acknowledges diversity and is sensitive to I

individual needs.

Philosophy, Goals and Objectives

Efficacy: Degree to which philosophy, goals, and objectives identify the link between education and desired/

projected outcome(s).

Appropriateness: Degree to which philosophy, goals, and objectives are relevant to adult continuing education

and continuing nursing education and identify a research base.

Availability: Degree to which philosophy, goals, and objectives are available to the learner.

Timeliness: Degree to which philosophy, goals, and objectives are consistent with current state of knowledge

regarding adult education as well as trends in nursing and health care.

Effectiveness: Degree to which philosophy, goals, and objectives support providing the educational experience

In the correct manner in order to achieve the desired/projected outcome(s).

Continuity: Degree to which philosophy, goals, and objectives are congruent with those of Nursing Service and

the Medical Center.

Safety: Degree to which philosophy, goals, and objectives acknowledge the importance of safety

in the learning environment.

Efficiency: Degree to which philosophy, goals, and objectives support prudent use of resources used to provide

education.

Respect and Caring: Degree to which philosophy, goals, and objectives identify that the learner is involved in

her/his own decisions and demonstrates sensitivity and respectfulness of individual needs,

expectations, and differences.


NARRATIVE DESCRIPTIONS

Program Administration

Organizational Chart

Efficacy: Degree to which organization encourages accomplishment of desired/projected outcome.

Appropriateness: Degree to which organization facilitates education, whether ACNSE is part of Nursing Service administrative group.

Availability: Degree to which organization affords educational opportunities to the target population.

Timeliness: Degree to which organization supports delivery of education offering at a time when it is most beneficial or necessary.

Effectiveness: Degree to which organization facilitates/allows use of appropriate teaching strategies/ methodologies.

Continuity: Degree to which organization fosters collaboration and coordination among all educators at medical center.

Safety: Degree to which organization fosters delivery of educational offerings in a reduced risk environment.

Efficiency: Degree to which organization encourages prudent use of resources used to accomplish the desired/projected outcome.

Respect and Caring: Degree to which organization recognizes and acknowledges diversity and is sensitive to individual needs.

Philosophy, Goals and Objectives

Efficacy: Degree to which philosophy, goals, and objectives identify the link between education and desired/projected outcome(s).

Appropriateness: Degree to which philosophy, goals, and objectives are relevant to adult continuing education and continuing nursing education and identify a research base.

Availability: Degree to which philosophy, goals, and objectives are available to the learner.

Timeliness: Degree to which philosophy, goals, and objectives are consistent with current state of knowledge regarding adult education as well as trends in nursing and health care.

Effectiveness: Degree to which philosophy, goals, and objectives support providing the educational experience in the correct manner in order to achieve the desired/projected outcome(s).

Continuity: Degree to which philosophy, goals, and objectives are congruent with those of Nursing Service and the Medical Center.

Safety: Degree to which philosophy, goals, and objectives acknowledge the importance of safety in the learning environment.

Efficiency: Degree to which philosophy, goals, and objectives support prudent use of resources used to provide education.

Program Coordinator Statement of Function

Efficacy: Degree to which Program Coordinator’s statement of function leads to the desired/projected outcome in Nursing Education.

Appropriateness: Degree to which Program Coordinator’s statement of function is congruent with the organization and identifies duties/responsibilities recognized as required for the position.

Availability: Degree to which Program Coordinator’s statement of function is available for review.


Program Coordinator Statement of Function

Efficacy: Degree to which Program Coordinator’s statement of function leads to the

desired/projected outcome in Nursing Education.

Appropriateness: Degree to which Program Coordinator’s statement of function is congruent with the organization and identifies duties/responsibilities recognized as required for the position.

Availability: Degree to which Program Coordinator’s statement of function is available for review.

Timeliness: Degree to which Program Coordinator’s statement of function is consistent with current

theory/ practice in adult and continuing nursing education and is reviewed/revised as needed.

Effectiveness: Degree to which Program Coordinator’s statement of function provides for necessary

performance of duties.

Continuity: Degree to which Program Coordinator’s statement of function demonstrates linkage

between Nursing Service and other services/educators.

Safety: Degree to which Program Coordinator’s statement of function promotes safety in the learning

environment.

Efficiency: Degree to which Program Coordinator’s statement of function demonstrates prudent use of

resources.

Respect and Caring: Degree to which Program Coordinator’s statement of function acknowledges and

is sensitive to cultural diversity and individual differences/needs.

Advisory Committee

Efficacy: Degree to which Advisory Committee accomplishes the desired/projected outcome(s).

Appropriateness: Degree to which Advisory Committee’s purpose, function, and membership are

relevant to the target population and it’s learning needs.

Availability: Degree to which Advisory Committee is available to the Program Coordinator, education

staff, program developers/authors and target population.

Timeliness: Degree to which Advisory Committee keeps current on educational need and issues for the

target population.

Effectiveness: Degree to which Advisory Committee is used to achieve desired/projected outcome(s).

Continuity: Degree to which Advisory Committee communicates and collaborates regarding education

al activities and issues.

Safety: Degree to which Advisory Committee promotes safety in the educational setting.

Efficiency: Degree to which Advisory Committee is prudent in the use of resources.

Respect and Caring: Degree to which Advisory Committee acknowledges and is sensitive to cultural

and individual diversity in learning.


Program Management

Policies and Procedures

Efficacy: Degree to which policies and procedures achieve the desired/projected outcome(s).

Appropriateness: Degree to which policies and procedures are relevant to adult and continuing nursing

education and to the learning needs of the target population.

Availability: Degree to which policies and procedures are available to the target

Appropriateness: Degree to which policies and procedures are relevant to adult and continuing nursing

education and to the learning needs of the target population.

Availability: Degree to which policies population, program developers and other interested individuals.

Timeliness: Degree to which policies and procedures are kept current.

Effectiveness: Degree to which policies and procedures achieve desired/projected outcome(s).

Continuity: Degree to which policies and procedures are integrated and consistent with overall Nursing Service

and Medical Center policies and procedures.

Safety: Degree to which policies and procedures promote safety and reduce risk in the educational setting.

Efficiency: Degree to which policies and procedures promote prudent use of resources.

Respect and Caring: Degree to which policies and procedures support addressing cultural and individual

diversity in adult learners.

Needs Assessment Process

Efficacy: Degree to which needs assessment process accurately identifies learning needs of the target

population.

Appropriateness: Degree to which needs assessment process is relevant to the target population.

Availability: Degree to which target population has input into needs assessment process.

Timeliness: Degree to which needs assessment process is conducted at a time which is most beneficial or

necessary.

Effectiveness: Degree to which needs assessment process uses correct methods to determine learning needs.

Continuity: Degree to which needs assessment process is coordinated with formal and informal sources of data

and is not redundant.

Safety: Degree of risk associated with needs assessment process.

Efficiency: Degree to which needs assessment process is prudent in resource use.

Respect and Caring: Degree to which needs assessment process identifies and is sensitive to cultural and

individual diversity and needs in adult learners.

Offerings

Efficacy: Degree to which offerings have been shown to accomplish desired/projected

outcome(s).

Appropriateness: Degree to which offerings are relevant to the learner’s educational needs.

Availability: Degree to which appropriate offerings are available to meet learner needs (topic, time, place,


Timeliness: Degree to which offerings are provided at a time which is most beneficial or necessary.

Effectiveness: Degree to which offerings are provided in a manner which achieves the desired/projected out

come(s).

Continuity: Degree to which offerings are coordinated among educators/departments across time.

Safety: The degree to which the risk of an educational experience and the risk in the educational environment

are reduced for the learner and others, including the educator.

Efficiency: Degree to which outcome(s) achieved and resources used are congruent.

Respect and Caring: Degree to which offerings involve learner in his/her own decisions and provide for sensi-

tivity and respect of individual needs, expectations, and differences. and procedures are available to the

target

Total Program Evaluation Plan

Efficacy: Degree to which the Total Program Evaluation Plan is able to identify factors influencing results,

relationships between criteria, patterns and trends, and impacts on practice and education.

Appropriateness: Degree to which the Total Program Evaluation Plan is relevant to the needs of the program and

organization.

Availability: Degree to which the Total Program Evaluation Plan and results are available to interested parties.

Timeliness: Degree to which the Total Program Evaluation Plan is implemented when it is most beneficial or

necessary and the degree to which action plans (with dates, times, responsible persons, specific actions)

and follow up plans are developed and implemented in response to findings of the total program

evaluation.

Effectiveness: Degree to which the Total Program Evaluation Plan can identify findings as relevant to policies,

procedures, people, equipment, the system, the staff, or the patient.

Continuity: Degree to which the Total Program Evaluation Plan is integrated with overall department/service/

organization QI program.

Safety: Degree to which the Total Program Evaluation Plan identifies risk and promotes safety in the education

al setting.

Efficiency: Degree to which the Total Program Evaluation Plan makes prudent use of resources (i.e., collects

only that data which is needed).

Respect and Caring: Degree to which the Total Program Evaluation Plan recognizes and acknowledges cultural

and individual diversity and needs in adult and continuing nursing education.


TOTAL PROGRAM EVALUATION

Dwight D. Eisenhower VA Medical Center

Continuing Nursing Education Provider Program

PROGRAM

ADMINISTRATION

PROGRAM

MANAGEMENT

TOTAL PROGRAM

EVALUATION PLAN

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CONTINUING EDUCATION DEFINITIONS

compiled by

Carla A. Bouska Lee, PhD, RN, C, ARNP, FAAN and Martha J. Morgan Sanders, PhD, RN, C, CCES

This is a glossary of terms which provide definitions of key terms germane for the provision of professional

and continuing education. The terms selected address concepts of adult teaching and learning or are the offi-

cial definitions of professional nursing organizations.

This glossary contains selected terms from the American Nurses Association’s Standards for Continuing Edu-

cation in Nursing (1984), STANDARDS for Nursing Professional Development: Continuing Education and

Staff Development (1994) are in ordinary type. American Nurses Credentialing Center (ANCC) Commission

on Accreditation in the Manual for accreditation as an approver of continuing education in nursing (1991);

are in italics. The Kansas Nurse Practice Act: Laws and Administrative Regulations (1996, February) are in

bold italics. General terms from the literature are in bold ordinary type.

An extensive bibliography follows the glossary which provides references for the definitions. The bibliogra-

phy includes listing of classical and current pragmatic books and journal sources. The intent of the bibliogra-

phy is to recommend sources which assist programmers to assess needs, design and implement offerings and

programs, and develop evaluation plans as well as prepare for national certification in continuing nursing edu-

cation.

Abilities Capacity to intellectually and physically perform. Manifested in behaviors that demonstrate

cognitive, affective, and psychomotor activities.

Accreditation A voluntary process for appraising and granting recognition to a provider or eligible approval

body that meets established standards based on predetermined criteria. For purposes of the accreditation sys-

tem, this is interpreted to mean a voluntary process in which an institution, organization, or agency submits to

an in-depth analysis to determine its capacity to provide or approve quality continuing education over an ex-

tended period of time.

Accredited Approver For purposes of the accreditation system, an eligible organization credentialed by

ANCC after having submitted to an in-depth analysis to determine its capacity to approve quality continuing

education over an extended period of time.

Accredited Provider For purposes of the accreditation system, an eligible organization credentialed by

ANCC after having submitted to an in-depth analysis to determine its capacity to provide quality continuing

education over an extended period of time.

Administration Performance of executive duties of an institution, formal system, and/or program.

Administrator Individual responsible for the provider unit.

Advisory Committee Means a group with members knowledgeable about the learning needs of the nurses

or licensed mental health technicians for whom continuing nursing education (CNE) is provided.

Adult Learning Principles Approaches to adults as learners based on recognition of the individual’s auton-

omy and self-direction, life experiences, readiness to learn, and problem-orientation to learning. Approaches

include mutual, respectful collaboration of educators and learners in the assessment, planning, implementation,

and evaluation of educational activities.


Agency Relation in which one person, the agent, acts on behalf of another with the authority of the latter.

See regulatory agency.

Andragogy The art and science of helping adults learn; discipline of knowledge and technology related to

adult learning.

Approval (Continuing Education) A voluntary process for appraising and granting recognition of a provider or

a program that meets established standards based on predetermined criteria. For purposes of the accreditation

system, a decision made by an accredited approver that the criteria for approval of continuing education have

been met. Means the act of determining that a course offering meets applicable standards based on review of

either the total program or the individual offering.

Approval Unit For purposes of the accreditation system, the administrative body responsible for coordinat-

ing all aspects of the continuing education approval process.

Approved Provider Means a person, organization, or institution approved by the board, that is responsible

for the development, administration and evaluation of the CNE program or offering.

Association An organization of persons having a common interest; also called a society.

Behavioral Objectives Intended outcome of instruction stated as a specific behavior of the learner that can

be measured by performance. Means the intended outcome of instruction stated as measurable learner

behaviors.

Certificate A document which is proof of completion of contact hours.

Certification The state of being certified, usually granted by regulatory or professional organizations.

Clinical Hours Learning experiences for the attainment of clinical skills. One contact hour equals three clini-

cal hours.

College Course Means a course taken through a college which enhances an individual’s professional devel-

opment. It shall include: (a) a course successfully completed within the renewal period that is part of a pro-

gram leading to a nursing degree; or (b) a course with a demonstrated relationship to the practice of nursing. It

shall not include any incomplete, audited or failed course. One college credit hour equals 15 contact hours.

Colloquium Usually an academic meeting at which specialists present addresses on a topic or related topics

followed by answers to questions related to the topics presented.

Competent Qualified or capable.

Computer-Based Instruction Means a learning application that provides computer control to solve an in-

structional problem or to facilitate an instructional opportunity. Because the learner actively participates in

reciprocal dialogue with the communication system, Computer-based instruction shall e considered interactive

learning for CNE.

Concept A class of a number of objectives, events, things, and/or behaviors that differ in appearance.

Conference A meeting of several persons or a representative assembly to discuss matters of common con-

cern.


Consultation Provision of professional or expert advise.

Contact Hour A unit of measurement that describes 50 minutes of an approved, organized learning experi-

ence. For purposes of the accreditation system, contact hours also may be awarded for offerings organized as

independent study. Means 50 minutes of participation in a learning experience organized by an approved pro-

vider.

Content Subject matter of, or definitive information about an educational activity which relates to the be-

havioral objectives.

Continuing Education Those learning activities intended to build upon the educational and experiential

bases of the professional nurse for the enhancement of practice, education, administration, research, or theory

development to the end of improving the health of the public. (see Continuing Nursing Education)

Continuing Education Unit (CEU) Ten contact hours of participation in an organized continuing experi-

ence that meets the criteria published by the National Council on the Continuing Education Unit, including re-

sponsible sponsorship, capable direction, and qualified instruction.

Continuing Nursing Education (CNE) Means an organized systematic, and evaluative educational experi-

ence beyond the basic preparation which is designed to increase knowledge, improve skills and develop atti-

tudes that enhance nursing and improve health care to the public. CNE does not include in-service education,

on-the-job training, job orientation or education designed for the general public. (see Continuing Education)

Coordinator Person who acts to seek harmonious functioning of all parts of a system for effective results.

Co-provide For purposes of the accreditation system, the process for planning, developing and implement-

ing an educational activity by two or more providers.

Co-sponsor See co-provide.

Criteria Indicators by which standards may be measured and evaluated.

Curriculum Planned program of study usually sponsored by formal institution.

Curriculum vitae For purposes of the accreditation system, a succinct resume which specifies education

and professional qualifications.

Deferral For purposes of the accreditation system, a decision made to delay action on an application.

Denial For purposes of the accreditation system, a decision made by the appropriate body to disapprove the

application.

Director Individual responsible for bringing together and managing elements needed for a continuing edu-

cation provider unit or program; coordinator.

Distance Education Education occurring without the direct, 1:1 relationship, on-site, physical proximity

with the teacher, i.e., spatial separation. (see Education)

Education Any formal act or experience that has a formative effect on the mind, character, or physical abil-

ity of an individual; process by which society, through its schools, deliberately transmits its accumulated

knowledge, values, and skills.

Educational Activity A planned, organized effort aimed at accomplishing educational objectives.


Educational Design A plan for instruction consisting of a minimum of a documented assessment of learn-

ing needs, behavioral objectives, content outline, teaching methods, learning experiences, resource utilization

plan, and evaluation strategies.

Educational Objective A statement of a learner-oriented outcome of an educational activity.

Educational Staff People planning the educational design.

Educator A nurse whose practice is nursing continuing education or staff development.

Endorsed CNE Provider An individual, organization, or institution accredited as a provider of CNE by an

organization or body whose function is to grant CNE approval; and reviewed by the board and determined to

have met board CNE provider standards and requirements.

Evaluation A systematic process by which a judgment is made about the quality of consequences, out-

comes, effects, or merit of a provider unity or educational activities. For purposes of the accreditation system,

evaluation is a systematic assessment of administration, program and learning outcomes.

Goal Broadly stated objective. For purposes of the accreditation system, this is further defined as a state-

ment of broad direction or general intent.

Guidelines For purposes of the accreditation system, statements for direction in implementing criteria and

policies.

Health Care Consumer Individuals, groups, or communities who are participants in the health care deliv-

ery system.

Independent Study For purposes of the accreditation system, a self-paced learning activity developed for

individual use which may be institutionally offered (provider-directed) or self-prescribed (self-directed).

Means CNE designed for individual study and monitored by an approved Kansas provider or meeting the re-

quirements of K.A.R. 60-9-107, including research, professional papers and other authorship.

Individual Offering Approval (IOA) The act of determining that an offering not previously approved for

CNE meets applicable standards.

In-service Education Activities intended to assist the professional nurse to acquire, maintain, and/or in-

crease the level of competence in fulfilling his/her assigned responsibilities specific to the expectations of the

employer.

On-The-Job Training Means planned learning activities in the work setting designed to assist the individ-

ual in fulfilling job responsibilities. Inservice education and on-the-job training, including institution-specific

resuscitation courses, are not CNE.

Institute A brief intensive course of instruction on selected topics related to a specific field, e.g., urban stud-

ies.

Instruction The action, practice, or profession of teaching; teaching learning process.

Instructor One who instructs or teaches b providing authoritative information or advice.

Instructor Credit Contact hours awarded by an approved provider, or if the offering is not by an approved

provider by the board, to the individual who prepared and presents the CNE. A 50 minute presentation equals

two contact hours of instructor credit. The minimum presentation length is 50 minutes.


Interdisciplinary Continuing Education Planned, organized learning experiences designed for a target

audience of members of two or more separate but interrelated professions.

Learning The progressive process of acquisition of knowledge, skills, and attitudes which result in a change

of behavior in the learner.

Learning Needs Assessment A process of determining deficits in knowledge, skills or attitudes identified as

necessary and capable of being achieved through learning experiences. (see Needs Assessment)

Lecture One-way discourse given before a group for instructional purposes.

Lesson Plan Smallest organized part of the curriculum, a schedule, or outline to serve as guide for instruc-

tion.

Liability An obligation to do or refrain from doing something; a duty which eventually must be performed.

Licensee One to whom a license is granted.

Licensure A right granted which gives the holder permission to perform actions that could not be legally

done without such permission; to exercise a certain privilege; to carry on a particular business; or to pursue a

certain occupation.

Monitor For purposes of the accreditation system, a periodic assessment to determine continuing compli-

ance with the criteria.

Need Discrepancy between what is desired and what exists.

Needs Assessment Process by which a discrepancy between what is desired and what exists is identified.

Nursing Professional Development Lifelong process of active participation in learning activities to en-

hance professional practice.

Objective See behavioral objective

Offering For purposes of the accreditation system, an offering is a single educational activity that may be

presented once or repeated. A single CNE learning experience designed to enhance knowledge, skills and atti-

tudes related to nursing. An offering shall consist of at least one contact hour.

Orientation The means by which new staff are introduced to the philosophy, goals, policies, procedures,

role expectations, physical facilities, and special services in a specific work setting. Orientation is provided at

a time of employment and at other times when changes in roles and responsibilities of occur in a specific work

setting. Means formal or informal instruction designed to acquaint new employees with the institution and the

position. Orientation is not CNE.

Outcome Assessment Measurement and evaluation of intended result or end of a plan of study, learning

program, or other components of a program.

Panel Presentation Presentation in which a small group discusses a topic or issue without making prepared

speeches and either with or without active participation by the audience.

Partial Credit Means the actual number of contact hours awarded by an approved provider when an indi-

vidual attends only part of a CNE offering.


Pedagogy The art and science of teaching children; literally interpreted as the art and science of teaching

and educating.

Philosophy A statement of beliefs.

Planning Committee For purposes of the accreditation system, a group of knowledgeable persons, includ-

ing, potential participants or representatives of target audience, brought together for the purposes of planning

an educational activity.

Program A planned, organized effort directed toward accomplishing educational objectives; in continuing

education, an individual offering or group of offerings; in nursing education, a planned, organized effort lead-

ing to an academic degree. For purposes of the accreditation system, a program is a series of offerings/

educational sessions with a common theme and common overall goals. Attendees may be allowed to choose

among several individual/concurrent educational sessions. An example of a program might be a conference or

course (with multiple sessions). Means an organized effort to achieve overall continuing education goals.

Provider An individual, institution, organization, or agency responsible for the development, implementa-

tion, evaluation, financing, record keeping, and staff development activities.

Provider Unit The administrative body responsible for coordinating all aspects of the nursing continuing

education activities.

Purpose A statement describing why and for whom an educational program has been designed.

Quality Assurance An internal process to ensure the excellence of continuing education activities. The

process includes measurement of the degree to which intents or goals are met, and the introduction of changes

based on information supplied by the measurement with the view toward improvement of the total continuing

education effort.

Registration The act of making a list, catalogue, schedule, or register which has the purpose and effect

of giving notice and preventing fraud and deception.

Regulations Rules or other directives issued by administrative agencies that must have specific au-

thorization to issue directives and upon such authorization must usually follow prescribed conditions,

such as prior notification of the proposed action in a public record and an invitation for public com-

ment.


Regulatory Agency A government body responsible for control and supervision of a particular activity or

area of public interest.

Refresher Course A course of study providing review of basic preparation and current developments in

nursing practice a refresher course may be used for CNE.

Resources Individuals, materials, space, and funds needed to implement an educational program.

Revoke For purposes of the accreditation system, to rescind approved/accredited status.

Satisfactory Completion Acceptable performance.

Schedule A timetable indicating the time and sequence of organization in the learning experiences; se-

quence structure for learning may be vertical or horizontal.

Seminar Organized guided discussion with focus on the discovery of new relationships by participating in-

dividuals.

Sponsor See Provider

Staff Development Those learning activities which facilitate the nurse’s job-related performance A process

consisting of orientation, inservice education, and continuing education for the purpose of promoting the de-

velopment of personnel within any employment setting, consistent with the goals and responsibilities of the

employer. Orientation, inservice education and continuing nursing education for the purpose of promoting the

development of personnel within the employment setting.

Standard A norm that expresses an agreed-upon level of excellence that has been developed to character-

ize, to lead to criteria for measurement, and to provide guidance in achieving excellence in education.

Symposium (a) Different phases of a broad topic are presented in speeches or lecture without interruption.

Each member presents a different approach to a selected phase of a broad topic.

Target Audience Group for which a learning experience has been designed.

Teaching Methods An orderly process of instruction an evaluation of results. Methods include both formal

and informal processes, e.g., lecture and spontaneous discussion, respectively.

Teleconference An interactive telecommunication offering of CNE.

Total Program Evaluation A systematic process by which a provider analyzes outcomes of the overall con-

tinuing nursing education providership in order to make subsequent decisions.

Workshop A brief, intensive educational program for a small group of people that emphasizes participation

in problem solving.


Certification From the American Nurses Credentialing Center

for Nursing Continuing Education /Staff Development

Certification is the process by which ANCC Boards on Certification validate, based upon predetermined stan-

dards, an individual registered nurse’s qualifications, knowledge and practice in a defined functional or clinical

area of nursing.

The American Nurses Association, Inc. established the ANA Certification Program in 1973 to provide tangible

recognition of professional achievement in a defined functional or clinical area of nursing.

Certification is reserved for those nurses who have met requirements for clinical or functional practice in a

specialized field, pursued education beyond basic nursing preparation and received the endorsement of their

peers. After meeting these criteria, nurses take certification examinations based on nationally recognized stan-

dards of nursing practice to demonstrate their special knowledge and skills which surpass those required for

licensure.

ELIGIBILITY REQUIREMENTS

1. Currently hold an active RN license in the United States or its territories;

AND

2. Hold a baccalaureate or higher degree in nursing;

AND

3. Have practiced as an actively licensed registered nurse in nursing continuing education and/or staff devel-

opment for a minimum of 4,000 hours during the past 5 years. This requirement may be met if your pri-

mary responsibilities are teaching, managing or consulting in nursing continuing education/staff develop-

ment for the stated number of hours.

AND

4. Currently practice as an actively licensed registered nurse in nursing continuing education and/or staff de-

velopment an average of 20 hours or more per week. This requirement may be met if your primary respon-

sibilities are teaching, managing or consulting in nursing continuing education/staff development for the

stated number of hours.

AND

5. Have 20 contact hours of continuing education and/or its equivalent in academic credits, applicable to nurs-

ing continuing education and staff development within the past 2 years; documentation of continuing edu-

cation and/or academic credit must be submitted.

EXAMINATION TOPICS

1. Foundations of practice

2. Educational process

3. Management of offerings and programs

4. Roles


Tests are given in June and October.

Your credential designation after successful completion of the exam will be RN, C.

The certification is valid for 5 years. After completing stipulated practice requirements, you may choose to re-

certify by examination or by obtaining appropriate contact hours of continuing education.

To obtain a certification catalog, application forms, or additional information contact:

American Nurses Credentialing Center

600 Maryland Ave., SW Suite 100 West

Washington, DC 20024-2571

(800) 284-CERT

FAX: (202)651-7004

www.nursecredentialing.org

Information obtained from the 1996 Certification Catalog from ANCC

4http://karws.gso.uri.edu/JFK/Critical_thinking/MSNBC_show/012000.jpg


Preparing a Continuing Education Course

Many times staff will ask can something be offered for continuing education credit. The criteria for credit is based in part on the definition of the course’s purpose. First, define whether the course is continuing education or in-service

education or staff development.

According to the Kansas nurse practice act, continuing education is defined as: "Learning experiences intended to build on education and experiential basis of the registered professional and licensed practical nurse for enhance-

ment of: Practice, Education, Research & Theory Development to the end of improving the health of the public."

In-service Education is considered to be activities intended to assist the profession nurse to acquire, maintain and/or increase the level of competence in fulfilling his/her assigned responsibilities specific to the expectations of the employer. And On-the-Job-Training means planned learning activities in the work setting designed to assist the individual in fulfilling job responsibilities. In-service education and On-the-Job-Training, including institution

specific resuscitation courses are not continuing nursing education.

Staff Development means orientation, in-service education, and continuing nursing education for the purpose of promoting the development of personnel within the employment setting. Potential instructors should contact the CE person in the Department of Organizational Development to discuss the course. In the discussion the follow-

ing topics will be addressed:

- Title that reflects the content

- Measurable objectives or learning outcomes

- Copy of outline, handouts and bibliography. (Note references should be not be older than 3-5 years)

- Curriculum Vitae for each instructor

- A list of participants should be sent in advance to the Department of Organizational Development so a roster and

certificates can be made.

- Other factors to consider, when to schedule, room scheduling, who is responsible for getting the brochure/flyer

out, target audience, cost, refreshments, who will make the handouts, etc.

Writing Objectives

A measurable or behavioral objective is one, in which a certain behavior on the part of the learner is met.

That is at the end of the program the participant will be able to do something he/she could not do or do as well before

the program.

Objectives are usually stated like this:

- At the completion of the program the learner will be able to:

- Identify three areas of the body of high risk for decubitus ulcer

- Describe three methods of increasing circulation to pressures areas

- Demonstrate the application of op-site for protection of a pressure area.

Parts of an objective include:

- Situation - the stimulus situation, the given or the circumstances under which the behavior will be observed

- At the completion of this program

- Learned capability - refers to the type of learning outcome the demonstrated behavior represents, strictly de-

fined by certain verbs for each level of intellectual skill

- Object - the content of the learner's performance

- Action verb - how the performance will be completed. (See attached list)

- Tools, constraints, and conditions - the special tools, needed the constraints to or the actual condition under

which the performance will be observed.


The following phrases are too broad to be measurable, so the learner cannot demonstrate a change in knowledge,

behavior, skill or attitude.

At the completion of this program the learner will:

Learn more about decubitus care

Enhance the understanding of circulation

Appreciate the significance of stasis to decubiti

Measurable objectives might read as follows:

At the completion of this class the learner will be able to:

Describe how to stage a decubitus ulcer.

Identify factors that predispose a patient to developing a decubitus ulcer.

Describe appropriate nursing interventions for a decubitus ulcer.

Sometimes the objective has to do with affective or attitudinal change rather than a behavior change. An example of

this might be:

At the end of this program the learner will be able to:

Express a personal opinion about euthanasia with children based on facts presented in this program.

Describe one's feeling as about a Living Will based on discussion in this program.

Advanced Practice Registered Nurse Continuing Education Requirements:

According to the Kansas Nurse Practice Act Statutes & Administrative Regulations, KSA 65-1117

“Continuing nursing education means learning experiences intended to build upon the educational and experi-

ential bases of the registered professional and licensed practical nurse for the enhancement of practice, educa-

tion, administration, research or theory development to the end of improving the health of the public.” There-

fore with regard to providing continuing education credit for APRNs, the following is the application of this

regulation as presented by William L. Anderson, JD,RN, Education Specialist: Long-Term Providers of Con-

tinuing Education credit can assign APRN continuing education credit on the course certificate and bro-

chures / announcements for programs deemed appropriate to meet the definition of, “enhancement of prac-

tice.” Typically, those programs pre-approved for Continuing Medical Education (CME) for doctors qualify

for this definition. Additionally, full or partial credit is currently being offered for ACLS, PALS, ENPC, etc.

when the content is deemed appropriate for the advanced practice role. Note: An APRN who practices as a

midwife will likely need a different genre of advanced curriculum than the APRN who specializes in cancer

treatment. If the Long Term Provider is unsure of unable to determine the level of credit to be assigned, the

provider involved can complete the paperwork required for an independent study along with course objec-

tives, etc. and submit the paperwork to KSBN for assigned credit. Providers of continuing education credit

are to be careful to track and document the credit provided.


Use objectives to:

• Establish measurable development objectives

• Write outcomes

• Define objective measures.

• Plan CNE

• Demonstrate results – change in staff performance

• Justify and validate ratings of learner performance

• Monitor individual development during orientation

Pick List • Pin-points • Discriminates between • Selects among (chooses) • Derives • Abstracts from • Filters (through) (out) • Connects (physically or graphically) • Writes • Codes • Tests • Shares • Presents

• Applies rules to / toward (procedure / build) • Negotiates • Judges when to • Evaluates (quality of) • Generates • Diagrams • Lists • Collects (data / facts) • Searches for • Validates • Plays role of • Assign • Cross-matches

Behavioral Objective Defined

An objective is a clear and unambiguous description of expectations for learners: it includes three components:

learner behavior conditions of performance, and performance criteria.

Three Parts of a Behavioral Objective

Learner Behavior – skill or knowledge to be gained and the action or skill the learner is able TO DO.

Knowledge. Remembering information Comprehension. Explaining the meaning of information. Application. Using abstractions in concrete situations. Analysis. Breaking down a whole into component parts. Synthesis. Putting parts together to form a new and integrated whole Evaluation. Making judgments about the merits of ideas, materials, or phenomena

Conditions of Performance – under what circumstances or context will the behavior be performed?

Performance Criteria – how well is the behavior to be done; compared to what standard?

Objectives Continued:


Learning Styles Visual / Verbal Learns best when information is presented visually, in a written format. Slides, handouts, readings, etc. Visual / Non-verbal Processes information best when presented in graphics, diagrams, video, demonstrations, or maps. Auditory / Verbal Benefits from listening to a lecture or presentation and then participating in a group discussion about it. Tactile / Kinesthetic Works well with the hands-on approach. Any type of lab setting or field work that allows this person to get up, touch and “do” will enhance their retention of information.

Jensen’s Five Stages of Learning

Preparation

Prepares the learner for connections between what is known and what is being introduced

Creates the “want” to learn – addresses the “What’s in it for me – WII-FM”

Helps the learner access what they already know about te topic

Asks the learner what they want to learn Creates curiosity

Acquisition

Involves sensory input New information is provided to the learner or the learner seeks out new information Connections are made between prior knowledge and the new information Learner extracts their own learning from the variety of experiences provided or accessed

Elaboration

The learner experiments and interacts with the content Through hands-on experience, the learner creates a deeper understanding of the process Feedback from other learners, instructor or trial and error corrects misinformation

Memory Formation

Learner applies what is learned and in so doing, cements understanding Adequate rest and / or reflection deepens the consolidation of new learning Reflection and mental rehearsal organies information allowing for faster, more efficient retrieval

Functional Integration

Learner reinforces and expands original learning Learning is applied to new examples

Preparation

Acquisition

Elaboration

Memory Formation

Functional Integration

Principles Associated with Curriculum Design:


Cognitive Domain

Level Definition Verbs

Knowledge Recall of information Define

Repeat

Record

List

Reproduce

Relate

Recall Arrange Duplicate Label List Match

Name

Name

Underline

Memorize Name Order Recognize

Comprehension: Interpret information in one's own words classify describe discuss explain express

identify indicate locate

recognize report

restate

review select sort tell translate

Application: Use knowledge or generalization in a new situation

apply choose demonstrate dramatize employ

illustrate interpret

operate prepare practice

schedule sketch solve use

Analysis: Break down knowledge into parts and show relationships among parts

analyze appraise calculate categorize compare contrast

criticize diagram

differentiate discriminate distinguish

examine experiment inventory question test

Synthesis: Bring together parts of knowledge to form a whole and build relationships for new situa-tions

arrange assemble collect compose construct create

design formulate

manage organize plan

prepare propose set up synthesize write

Evaluation: Make judgments on basis of given criteria appraise argue assess attack choose compare

defend estimate

evaluate judge predict

rate score select support value

Affective Domain


Receiving Willingness to receive or to attend to par-ticular phenomena or stimuli: awareness, willingness to receive, and controlled or selected attention

Acknowledge

Ask

Attend

Be aware

Choose

Describe

Follow

Give

Hold

Identify

Listen

Locate

Name

Receive

Reply

Select

Show alert-ness

Tolerate

Use

View

Watch


Affective Domain


Responding Willing to attend, but actively; student is sufficiently involved or committed to sub-ject to seek it out and gain satisfaction from working or engaging with it.

Agree to

Answer

Ask

Assist

Communicate

Comply

Consent

Conform

Contribute

Cooperate

Discuss

Follow-up

Greet

Help

Indicate

Inquire

Label

Obey

Participate

Pursue

Question

React

Read

Reply

Report

Request

Respond

Seek

Select

Visit

Volunteer

Write

Valuing Student sees worth or value in subject; committed to the underlying value guiding the behavior

Accept

Adopt

Approve

Complete

Choose

Commit

Describe

Desire

Differentiate

Display

Endorse

Exhibit

Explain

Express

Form

Initiate

Invite

Join

Justify

Prefer

Propose

Read

Report

Sanction

Select

Share

Study

Work

Organization Bringing together a complex of values, possibly disparate, resolving conflicts be-tween them, and building a consistent value system

Adapt

Adhere

Alter

Arrange

Categorize

Classify

Combine

Compare

Complete

Defend

Explain

Establish

Formulate

Generalize

Group

Identify

Integrate

Modify

Order

Organize

Prepare

Rank

Rate

Relate

Synthesize

Systemize

Characterization by

Value

Internalization of values; values have con-trolled one’s behavior long enough to have developed into a pervasive, consistent, and predictable one.

Act

Advocate

Behave

Characterize

Conform

Continue

Defend

Devote

Disclose

Discriminate

Display

Encourage

Endure

Exemplify

Function

Incorporate

Influence

Justify

Listen

Maintain

Modify

Pattern

Practice

Preserve

Perform

Question

Revise

Retain

Support

Uphold

Use


Resources

National Organiza-

tions

American Nurses Association

2420 Pershing Road

Kan- sas City, MO 64108

(816) 474-5720 Na- tional

Nursing Staff De-velopment

Organiza- tion 437 Twin Bay

Drive Pen- sacola, FL

32534 1-800 -489-1995

Psychomotor Domain


Imitation

The learner observes and then imitates an action.

Align

Place Balance

Repeat Follow

Rest (on) Grasp

Step (here) Hold

Manipulation Performance of an action with written or verbal directions but without a visual model or direct observation.

Align

Place Balance

Repeat Follow

Rest (on) Grasp

Step (here) Hold

Precision Performance of action independent of ei-ther written instructions or a visual model with control and to reduce errors to a

minimum.

Accurately

Proficiently Errorlessly

With balance

Independently

With control

Articulation Display of coordination of a series of re-lated acts by establishing the appropriate sequence and performing the acts accu-rately with control.

Confidence

Smoothness Coordination

Speed Harmony

Stability Integration

Timing Proportion

Naturalization Display of coordination of a series of re-lated acts by establishing the appropriate sequence and performing the acts accu-rately, with control.

Automatically

Spontaneously Effortlessly

With ease Naturally

With perfection Professionally

With poise Routinely

17

You remember/

The student

explainsStudy groups and tutoring

Of what you

figure out and

verbalize90%

Experiential

learninglab/clinicals

Of what you

figure out and do70%

Interactive

presentationThe most you can get during a

“lecture” class

Of what you

watch, see, and

hear50%

Visual aidsOf what you

see30%

Verbal lectureMost “standard” lectures

Of what you

hear

Example

Tell meTell meTell meTell me…………

and I’ll forgetand I’ll forgetand I’ll forgetand I’ll forget

Show meShow meShow meShow me…………

and I may and I may and I may and I may rememberrememberrememberremember

Involve meInvolve meInvolve meInvolve me…………

and I’ll and I’ll and I’ll and I’ll understand.understand.understand.understand.

10%

Downloaded 11/16/06 from: http://lpc1.clpccd.cc.ca.us/lpc/hanna/learning/activelearming.htm


Know

Define

Repeat

Record

List

Recall

Name

Relate

Name

Relate

Underline

Comprehend

Translate

Restate

Discuss

Describe

Recognize

Explain

Express

Identify

Locate

Report

Review

Tell

Apply

Interpret

Apply

Employ

Use

Demonstrate

Dramatize

Practice

Illustrate

Operate

Schedule

Shop

Sketch

Analyze

Distinguish

Differentiate

Appraise

Calculate

Compare

Contrast

Criticize

Diagram

Inspect

Debate

Inventory

Question

Relate

Solve

Examine

Synthesize

Compose

Plan

Propose

Design

Formulate

Arrange

Assembly

Collect

Construct

Create

Set up

Organize

Manage

Prepare

Evaluate

Judge

Appraise

Evaluate

Rate

Compare

Value

Revise

Score

Select

Choose

Assess

Estimate

Measure

Bloom’s Taxonomy:


Typical Seating Designs

ROWS ROUNDS

SEMICIRCLE CONFERENCE

U SHAPE HOLLOW SQUARE


Digital Native Learner M. Paula Daoust, PhD (Blue Cross & Blue Shield of Kansas Institute) presented the following information re-

gard teaching the “Digital Native” Learner for the Spring KaHEC Conference April 26, 2013.

Definition of a Digital Native:

Someone who grew up using digital technology; computers, video games, smart phones, internet, mp3’s, social media (i.e., Facebook, chat, texting, Twitter), etc.

Someone who has never known a world without digital technology. The Digital Learner is characterized as using “Butterfly” brain activity:

rapid access skim and leave programmed for speed and interactivity hyper-text minds (leap around cognitive structures) parallel NOT sequential (linear) thinking multi-tasking (parallel processing)

The Digital Learner is accustomed to:

twitch speed multi-tasking random-access graphics-first active interaction being connected fun & fantasy quick payoff

Learning Strengths of the Digital Native:

accustomed to group work comfortable with active learning multi-tasking technology experts short-term goal and achievement oriented learn from failure – trial and error motivated by money and earning potential prefer games to “serious” work graphics awareness long attention span for active learning events random access

pattern detection in chaos scientific thinking collateral learning decision-making prioritizing creativity problem-solving risk-taking inductive thinking tactical thinking literacy

Learning Challenges of the Digital Native Impatient with “long” documents Expects instant gratification Require more structure and mentoring Limited vision – difficulty seeing the “big” picture Abstract reasoning

Planning Not sequential or linear thinkers Short attention-span for “old” learning strategies Recognition Development of mental models for new constructs Critical thinking


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KS: Author.

* State of Kansas. (1996, February). Kansas nurse practice act [K.S.A. 65-1113 through 65-1137;

K.A.R. 60-1-102 through 60-16-105]. Topeka, KS: Kansas State Board of Nursing.

* Straka, D., & O=Malley, J. (1994). A professional development model: Rewarding excellence in nurs-

ing practice. Seminars for Nurse Managers, 2(3), 167-174.

Strother, G.B., & Klus, J.P. (1982). Administration of continuing education. Belmont, CA: Wadsworth.

* Sullivan, E.J., & Decker, P.J. (1992). Instructors resource manual for effective management in nursing

(3rd ed.). Redwood City, Ca: Addison-Wesley.

* Sullivan, E.J., & decker, P.J. (1992). Effective management in nursing (3rd ed.). Redwood City, CA:

Addison-Wesley.


# Tyler, R.W. (1949). Basic Principles of curriculum and instruction. Chicago: University of Chicago

Press.

Verduin, .R., & Clark, T.A. (1991). Distance education: The foundations of effective practice. San Fran-

cisco: Jossey-Bass

Webster=s ninth new collegiate dictionary. (1991). Springfield, MA: Merriam-Webster.

* Wholey, J.W., Hatry, H.P., & Newcomer, K.E. (Eds.) (1994). Handbook of practical program evalua-

tion. San Francisco: Jossey-Bass.

Wlodkowski, R.J. (1993). Enhancing adult motivation to learn: A guide to improving instruction and in-

creasing learner achievement. San Francisco: Jossey-Bass.

Additional Resources National Organizations American Nurses Association 2420 Pershing Road Kansas City, MO 64108 (816) 474-5720 National Nursing Staff Development Organization 437 Twin Bay Drive Pensacola, FL 32534 1-800-489-1995 State Organizations Kansas Healthcare Education Council c/o Kansas Hospital Association P.O. Box 2308 Topeka, KS 66601-2308 (785) 233-7436 Kansas State Board of Nursing Landon State Office Building 900 SW Jackson Suite 551S Topeka, KS 66612-1256 (785) 296-5062 www.ksbn.org

Kansas State Nurses Association 700 SW Jackson Suite 601 Topeka, KS 66603 (785) 233-8638


Journals Suggested for Regular Reading

A practitioner in continuing education may find the following journals directed to continuing education and

staff development helpful.

Adult and Continuing Education Today. Manhattan, KS: Learning Resources Network [LERN].

Adult Education Quarterly: A Journal of Research and Theory. (ISSN 0741-7136) Washington, DC:

American Association for Adult and Continuing Education [AAACE].

Adult Learning. (ISSN 1045-1595) Washington, DC: American Association for Education [AAACE].

Continuing Higher Education Review: The Journal of the National University Continuing Education Asso-

ciation. Columbus, OH: Ohio State University, Office of Continuing Education.

Human Resource Development Quarterly. (ISSN 1044-8004) San Francisco: Jossey-Bass (sponsored

by the American Society for Training and Development [ASTD]).

Journal of Continuing Education in Nursing. (ISSN 0022-0125) Thorofare, NJ: Slack.

Journal of Continuing Education in the Health Professions. New York: Alliance of Continuing Medical

Education, Taylor & Francis.

Journal of Nursing Staff Development. Philadelphia: Lippincott.

New Directions for Adult and Continuing Education. (ISSN 0195-2242) San Francisco: Jossey-Bass.

Nurse Educator. (ISSN 0363-3624) Philadelphia: Lippincott.

T.H.E. Journal (Technological Horizons in Education). (ISSN 0192-592x) Tustin, CA: T.H.E. Journal.


REGISTRATION / FEES FOR

CONTINUING EDUCATION OFFERINGS

Sample

Pre-registration is required for most continuing education offerings and will be so stated on the offering an-nouncement. The registration fee must accompany the pre-registration form (see fees below). All information on the pre-registration form should be as it appears on the participant’s license. Participants may assume con-firmation of registration unless notified. Waiting List In the case of over-registrations, a waiting list will be started and the individual notified. If cancellations oc-cur, the first person on the waiting list will be taken. If unable to contact the individual within a reasonable pe-riod, the next person will be contacted. Walk-ins Walk-ins are accepted at continuing education offerings if seating is available (see fees below). Children / Non-registered Persons Participants attending continuing education offerings have paid for a learning experience. Due to limited seat-ing and because children can be distracting to others, children and non-registered persons will not be allowed at continuing education offerings. Calculation of Fees Continuing education offerings will be provided on a break-even basis. Income will be matched as closely as possible with expenses. Expenses may include: 1. faculty honorarium and expenses (mileage, meals, accommodations, etc.); 2. facility rent - if off hospital premises; 3. printing; 4. mailing; 5. materials (xeroxing, tape rental, etc); 6. refreshments; 7. education supervisor’s time; Tuition will be calculated by adding the projected costs of the above items and dividing by the estimated num-ber of paying attendees. A written agreement will be sent to all course speakers for their signature and returned for our records. The agreement will specify approved expenses for the speaker. Registration Fees Pre-registered non Newman Regional Health (NRH) participants including physicians - full fees with the ex-ception of the program speakers. Retired employees (20 years or more employment at NRH), current NRH board members and spouses, and active auxiliary members and volunteer chaplains - half price tuition.

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Sample

Walk-in non-NRH participants - full fees plus $5.00 additional charge.

NRH employees and ESU Newman Division of Nursing employees - no charge in most cases. The Education

Dept. reserves the right to set a discounted fee for employees at offerings in which expenses are projected to

be high.

PRN NRH employees - may attend at NRH employee rate if they have worked within 30 days prior to a

scheduled offering (inservice days will not count toward working time).

NRH employees on leave of absence or FMLA - may attend at NRH employee rate for 6 months. After 6

months, the employee will be expected to pay the stated non-NRH registration fee. This includes employees

on medical leave, educational leave, workers compensation, etc.

ESU Newman Division of Nursing students - will follow the same policies as NRH employees if seating is

available. Certificates will be issued only upon request and no contact hours will be provided unless a specific

request is made.

Students from other nursing educational institutions - if seating is available, a flat fee of $5.00 per student

will be charged to cover refreshments, xeroxing, etc. These individuals must be full-time students in an ac-

credited school of nursing to qualify for this rate. Certificates will be issued only upon request but no contact

hours will be provided.

Insufficient Fund Checks

If it is known prior to the program that a check did not clear the bank, the CNE certificate will be held until

the participant pays for the course in cash. Any checks which do not clear the bank following the program

will be referred to the NRH Fiscal Services Dept. to attempt to collect payment for the program.

Cancellations/Refunds

If pre-registered for a program and unable to attend, the registration fee will be refunded if the NRH Educa-

tion Department is notified at least 24 hours prior to the offering. There is a $5.00 charge for processing can-

cellations.

If an offering must be canceled due to inclement weather, speaker illness, etc., NRH will notify all partici-

pants as soon as possible. A full refund of tuition fees will be made.

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Sample

INDEPENDENT STUDY

CONTINUING EDUCATION

Newman Regional Health offers several courses for independent study for employees only. The Education Su-

pervisor will review these courses to verify the appropriateness for continuing education credit.

The number of contact hours awarded will be based on the time required to complete the offering using pilot

testers (See Awarding Contact Hours Policy).

Participants must schedule a time to complete the independent study offerings.

Following completion of the independent study course and successful completion of the post test or return

demonstration, the participant will complete a course evaluation and sign the attendance roster. A certificate of

attendance will be awarded to the participant indicating “Independent Study” credit. The post test, sign-in ros-

ter, and participant evaluation will be maintained in a secure manner in the Education Department for a period

of two years.


Notes


11-2013 Edition

Teaching Nursing’s Next

Generation

Judith W. Herrman, PhD, RN, ANEF Professor

School of Nursing University of Delaware

April 16, 2014

2/14/2014

1

Teaching Nursing’s Next Generation

Judith W. Herrman, PhD, RN, ANEF

Professor

School of Nursing University of Delaware

Objectives • Discuss generational differences that impact

the teaching-learning process.

• Identify the barriers to creative teaching in a variety of learning environments.

• Describe creative teaching strategies for use with diverse learners and in a variety of settings.

• Analyze the integration of creative teaching strategies into personal practice.

Why are you here?

• What is the most challenging part of education?

• What makes you feel best about teaching?

• What makes you feel frustrated in teaching?

• Why did you pick education as a career?

Today’s 2.9 million nurses?

• Age—average 46.8 (highest ever); 41%>50; 9% <30 years

• Mean salary $57, 785

• Age at graduation – BSN 26.3; AD/Dip 31.8

• Gender – 6% male

• Race – 12.6 self-identified as minority

Who are today’s nurses?

• Career trajectory: 83% employed; 37% MS or doctorate; More full time than ever before

• Educational level

– 25% diploma

– 42% ADN

– 32% BSN

• 56% in hospitals; 14% ambulatory; 30% other

• Focus on our similarities and our differences!

Today’s nurses • Are a varied, unique, and diverse group-Changing

demographics—diverse individuals, diverse ideas of behavior

• Changing views on of leadership

• Changing attention spans—expectations

• Lack of confidence in social institutions

• Less prepared for the rigors of academics and the workplace

• Less cognizant of the “chain of command”

• More complex lives—greater levels of stress, working, other obligations, and are frequently “overwhelmed”

2/14/2014

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When were they Young?

•Technology

•Rewards systems

•Work ethic

• Learning Styles

•Teaching Methods

• Attentive, respectful, and passive • Like lecture and traditional methods • Motivated to learn and work • Build on previous wisdom • Respect the “wiseness” of others • Learn best when respected for

current knowledge and life experiences

• Follow orders • Less comfortable with interactive

methods or group work

Veterans—1922-1945

• Students and parents of students • Demanding and accepting • High standards for teaching and

learning • May or may not accept technology • Responsibility of learning is on the

quality of the teaching—like traditional teaching

• Motivated if topic is relevant and useful • Wish to be respected for experiences • Learn best by “doing”—do well with

experiential teaching strategies

Boomers 1946-1964 • Respond to creativity in teaching and

learning

• Technology and innovation=Challenge

• Enjoy to learn—learning needs to be enjoyable

• Education as a step to a goal

• Balance of work and play

Generation Xers—1965-1980

• Learn at a rapid pace

• Comfortable with innovation

• Expect learning to have a creative side

• Advocate for their own learning needs

• Live at “one with technology”— digital natives versus digital immigrants

• Embrace group work

Generation Why—1981-1990 The millennials—1990-present • Risk-takers

• Highly motivated to learn “their way.”

• Need content to be made relevant to “their reality.”

• Technology is a way to express creativity

• Varied levels of readiness for academics

• Pluralist learning— learning to accept “gray areas” and the “iffy” parts of nursing.

2/14/2014

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Why Creative Teaching • How can we enhance learning?

• Create learning experiences which are fun, relevant, memorable, and focusing?

• Construct these experiences to meet the needs of diverse generations and individuals?

• We can use Creative Teaching Strategies!

• Barriers to Creative Teaching!

• Making Creative Teaching work in your setting!

Strategies to build a thinking and learning community: Ice Breakers

• Many group exercises may be considered

“icebreakers.”

• Why are you here?

Common and Different Already did this!!!!

• Talk to your neighbor to the left of you

• Find four things that you have in common

• Find four things that you have which are

different

• Adapting this strategy for many

needs, content, or classes—

culture, experiences, and more

Ice Breaker Example: Which shape best describes you as a nurse?

• Organized, structured, rigid, task oriented, concrete, no ideas…all do

• People lovers, caring, nurturing, harmony

• Period of transition, confused, don’t know what to choose

• Leaders, make decisions, works well with squares, in charge, delegate

• Creative, relaxed, idea people, little work/results

Team-building...

Setting priorities icebreaker

• Give each student three index cards

• Have them write the three most important things in their life, one on each card

• Ask them to give up one card….then another…

• Uses: Setting priorities, poverty, aging, others?

Scavenger Hunt

• Look for things • Use things • Of important areas • Case study Scavenger Hunt • Meet the people • Enlist the unit’s/agency’s/etc. support

• Computer scavenger hunt • Make it brief and fun • Takes a while…. use over and over again

2/14/2014

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The same information

• Give two groups two different sets of information…

• Gives another perspective..

• How does it impact or thoughts and behaviors?

• How does that impact our nursing care?

• Relate to clinical situations

• Reinforce empathy, not knowing the whole story, etc.

Grand Rounds

• Confidentiality • Build on and improve the

medical model • Enlist the patient’s AND

family’s permission/assistance • Ask client’s their perceptions of

priorities

Equipment Review

• Make sure learners have

ability to see and feel each

piece of equipment

• Include a review of the equipment

frequently used in this clinical

environment

• Enlist the help of agency

staff and equipment reps

Stories…. • Using lay literature

– All I really need to know I learned in kindergarten

• Business and newspaper columns

• Comics • Nursing Moments • War Stories • Children’s books • Clinical Anecdotes • Put it in Perspective...

Strategies to build priority setting skills:

Pause for Priority Setting After teaching, discussing

a topic, or demonstrating in lab, ask students:

–“What’s the Big deal?”

–“What’s the point?”

–“First nursing priority?”

–“First nursing action?”

– “Why is this so important?”

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All things being equal A variation on all things being equal…

• 2 TRUTHS AND A LIE

• In resuscitating an asystolic patient you need:

– Oxygen

– Epinephrine

– NaHCO3

Use the star

• Focus the students’ thinking

• Help them focus for the exam or for later use!

• “You’ll see this again in written form…”

• THIS IS CRITICAL!

• Start the “thinking machine…”

Pass the Problem Clinical Strategy

–write patient medical Dx, nursing Dx, background on a sheet of paper –pass the paper to each group

member--each adds ideas for client goals and strategies

In basket exercises Given certain information, a group is asked to do a task within a time frame. No other information is available.

• Stuck on an elevator--

–group process

– first aid

• Setting priorities

– leadership

–between client issues

Reality check Bring in important evidence reinforcing classroom discussion as part of real practice: • X-rays • Pictures • Equipment • Lab results • Case studies Import in PowerPoint©, pass around, or demonstrate

Let’s discuss! In class applications Gaming Field Trips

Film Clips

• Provides connection with material

• Allows for learning

in the affective domain

• Use clips to stimulate

discussion

Thinking Questions!

2/14/2014

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Thinking questions for short clips…

• What thinking questions can you come up with to generate discussion in a class?

• What potential classes or

content do you believe

could use this film clip as a

creative teaching strategy?

• What additional film clips

could you use in your teaching?

Put it to work….Patch Adams • What mood is in the

room when Patch enters?

• What mood is in the room when he leaves?

• What is the role of the nurse in this clip?

• What implications does this hold for nursing?

The Six Hats

Green-Creative

Grey-Pessimistic

Red-Emotions

Yellow- Optimistic

Blue- Overarching Values White-

Logical

Put it to work: For students Your group has been caring for a client on a

ventilator for 1 month. Each member of your group has cared for the client at least once. The client is unresponsive except to painful stimuli, is posturing, and is sustained by the ventilator, hydration, and GT feedings. The students are feeling a level of conflict about this, especially because the family continues to ask when their family member will be better and able to go home. The medical ethics committee has recommended d/c ing the ventilator. USE THE SIX HATS TO ADDRESS.

Put it to work: For faculty…

You have a clinical group with eight juniors. Three have worked as aides in hospitals, 2 are second career adult learners. The group has a considerable amount of discord, poor teamwork skills, and a low level of motivation. As the instructor, you feel like something has to be done. There is bickering and competition. Come up with a problem to build team spirit. In your group, use the six hats to address the issue. How could the six hats assist in your addressing the issue?

Day in the life of a patient with…

Strategies to build critical thinking skills Clinical Puzzle

• Write a component of patient care on a puzzle piece (Assessment, lab data, history, diagnostics, medications, surgeries/procedures, discharge issues, family issues, developmental assessment, psychoemotional issues, etc.)

• Give each student a puzzle piece

• Have them all obtain data on the same patient

• Have each student present that data to put the “patient puzzle” together.

2/14/2014

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Worksheets:

• Research Moments and Corners

• Find the Error

Whack on the head experiences: Ah-Hah Journals

– Describe events, persons, and issues – Discuss reactions, feelings, contributing factors – Generalize and learn

V-8 post-conferences/discussions – Clinical ah-hahs – Sharing of experiences – Student directed discussions--give

them time to talk...

• One-minute class-Allow student short periods during class--a quick class to meet course objectives

One Minute Care Plan –1-2 nursing and/or medical

diagnosis –Several goals for each (LTG,

STG) –Several strategies for each goal

–Planning, what you did,

evaluation, and notes along the way

–Discuss in pre/post-conference or in group discussion

Critical thinking exercises • Provide exercises with readings

…encourage “stoplight thinking” or “shower thinking”… discuss in lab...

• Encourage involvement

• Encourage preparation

• May give exercises before

or during class, clinical, or lab to

stimulate thinking!

Critical thinking exercises

• You are giving a client an injection…you check

his name band…and he tells you a different name

than on the band…what do you do? • You are giving an injection to a client. When you insert the needle, it

bounces…what do you do? • You are giving an injection to a client.

When you aspirate back into the syringe, you see blood…what do you do?

Email Assignments/WEB assignments • Ask questions before class about

the material

• Have them email you simple answers

• Logistically tough

• Reinforces before class preparation and thought

• Encourages keeping up with material

2/14/2014

8

Admit Ticket

• The importance of preparation

• Admit or Exit Ticket

– Preparation Sheet

– Quizzes

– Test Questions

– Case Studies and questions

– Nuts and Bolts

NUTS AND BOLTS

Once upon a time there was a __________________________ who had __________________________ and was ___________________. The nurse assesses the patient and determines he has __________________ and begins to ______________________. As a result of the actions the patient __________________________________.

In-class Test Questions:

Active learning is effective in teaching young people because:

1. They are all hyperactive and have short attention spans

2. They suffer the effects of immobility such as pressure areas on the bony prominences

3. They all have the same learning styles

4. They learn best when participating in the teaching learning process

Clinical debate

• Mandatory overtime

• Reassignment

• Shared governance

• Unionization

• Bedside reporting

• SBAR

• Self-scheduling

• End-of-life

Group concept mapping

• For difficult or complex processes

• To understand pathophysiology and treatment—nursing implications

• Dehydration

• Head trauma

• Congestive heart failure

• Acute renal failure

Strategies to build decision-making skills

• Remember When • Have students build on their previous experiences • Experiences with self, family, community • Experiences with health, illness, parenting,

caring, etc. • Remember when you were a nursing

student…most positive moment? Most negative?

• Imagery-Describe and use imagery as a technique to increase empathy and understanding

2/14/2014

9

Mental Practice/Imagery

• Have students use imagery to mentally practice the steps of a procedure in clinical – Close your eyes

– Imagine yourself setting up for and starting the skill

– See yourself providing the care

– Picture yourself

completing the skill

– How does the client

look when you are done?

Case Studies: 1. Intro cases 2. Interspersed cases 3. Before class case studies 4. Continuing case studies 5. Unfolding case studies

Self-learning mini modules

Develop small programmed modules in which decision making is part of the learning

A client enters the hospital and is diagnosed with Type 1 diabetes. He is demonstrating the signs of hypoglycemia.

What symptoms would the nurse expect? Take the clients’ blood sugar. If the client is low, what values would you expect? How would you treat the low? What follow up is necessary? What could have caused the low? How could the low be prevented?

Quick Write Exercises

– Spend one minute writing about the day/shift/lab session

– “Day in the life of a client with…..”

– Write a letter to your simulated client

– “one sentence or one word summary”

– Any topic--allow for free writing or have a goal in mind...

Current Events

Invented dialogues

• Have students come up with statements

• More comfortable than role play

• Come up with “answers”

• Makes them more comfortable with interactions..

• Let’s try….you are a new instructor, I will play several quotes….think-pair-share with your neighbor…what is your answer/retort?

• Ethical Issues--spiritual case study, child with sickle cell anemia needing a blood transfusion

• Perioperative nursing care • Setting priorities • Identifying parts of a research article • Interpreting lab data--EKG’s, ABG’s, etc. • Leadership styles • Conflict resolution

When you think of this, Think of that

Progressive Quizzes

Think-pair-share

Teaching Trios

Group work

2/14/2014

10

Large class group work:

• Picking groups can take all day

• Keep it short

• Those that ‘get it’ group with ‘those that get it’….

• Need to see you in the room and active during group work

• Innovative ways to pick groups

• Go back to traditional class when conversation

deteriorates

• Clearly state the exercise objectives and steps

• Vary the size and people in the groups

• Make it fun, thought provoking, and valuable

Mnemonics: KISS: All you need to know about learning,

you learned in CPR!

A = Affective B = Behavioral (Psychomotor) C = Cognitive COME UP WITH NMEMONICS TO HELP WITH CLINICAL KNOWLEDGE! YELLOW=YES!

A B C’s

Using toys, prompts or manipulatives – Chinese finger trap--stress – Tool box--nursing process – Sneaker--teaching/learning principles – Funnel--organization skills – Dollar store/boardwalk prizes – Throw the “koosh ball” – “Turn on Mr. Flashlight” – “Goofy hat” – Read my shirt – Blender--analysis skills – Bells: “Wake-up”, games – bubbles – Candy – Nightingale dollars

Toys help us learn

across the lifespan!

Advantages/Disadvantages • Advantages

– Stimulates learning – Changes pace – Retention/connections – Transitions – Fun

• Disadvantages – Risk – Time to prepare/think – Appropriate doses – “Creativity Fatigue” – Students may not accept immediately – Time from covering content

Creative Teaching Hints

• Assessing yourself, your curriculum, your program, and your resources

• Deal in appropriate doses

• Need to know the material well before you get creative

• Need to know, not nice to know

• Creating a unique learning experience and environment

Conclusion: Create motivation

Motivation…You can’t lead

a horse to water and make

it drink…but you can feed

it salty oats to make it

thirsty

1

JudithW.Herrman,PhD,[email protected]

References

Benner,P.(2009).Educatingnurses:Acallforradicaltransformation.NewYork:

JosseyBass.Billings,D.,&Halstead,J.(2013).Teachinginnursing:Aguideforfaculty.

Philadelphia:Saunders.Bradshaw,M.,&Lowenstein,A.(2013).Innovativeteachingstrategiesinnursingand

therelatedhealthprofessions.NewYork:JonesandBartlett.DeYoung,S.(2008).TeachingStrategiesforNurseEducators.UpperSaddleRiver,

NJ:PrenticeHall.Glendon,K.&Ulrich,D.L.(1997).Unfoldingcases:Anexperientiallearningmodel.

NurseEducator,22(4),15‐18.Glendon,K.,&Ulrich,D.L.(2000).Unfoldingcases:Experiencingtherealitiesof

clinicalnursingpractice.UpperSaddleRiver,NJ:PrenticeHall.Herrman,J.W.(2011).Keepingtheirattention:Innovativestrategiesfornursing

education.JournalofContinuingEducationinNursing,42(10),449‐456.Herrman,J.(2008).Creativeteachingstrategiesforthenurseeducator.Philadelphia:

FADavis.Herrman,J.(2006).Usingfilmclipstoenhancenursingeducation.NurseEducator,

31(6).Herrman,J.(2002).The60‐secondnurseeducator:Creativestrategiestoinspire

learning.NursingEducationPerspectives,23(5),222‐227.Herrman,J.,Saunders,A.,&Selekman,J.(1998).Beyondhospitalwalls:Educating

pediatricnursesforthenextmillennium.PediatricNursing,24,96‐99.Penn,B.(2008).Masteringtheteachingrole:Aguidefornurseeducators.

Philadelphia,PA:F.A.Davis.Ulrich,D.L.&Glendon,K.J.(2005).Interactivegrouplearning:Strategiesfornurse

educators.NewYork:Springer..

ThefollowingareexamplesutilizedinJudithHerrman’sKaHECpresentation,TeachingNursing’sNextGenerationgivenon4/16/2014.

TheSameInformationCaseAYouareanurseworkingonaunit.Youaremakingupthescheduleforthewinterholidays.ThecustomontheunitistoworkeveryotherholidayandtorotateChristmasandNewYear’sDayinalternateyears.AnursecomestoyoutospeakaboutChristmas.Shehasbeenworkingwithyoufor1½years,workedonNewYear’sDaylastyear,andtellsyoushecan’tworkonChristmasforpersonalreasons.SheasksyoutoscheduleherforthisNewYear’sDayandnottellanyone.

CaseBYouareanurseworkingonaunit.Youaremakingupthescheduleforthewinterholidays.ThecustomontheunitistoworkeveryotherholidayandtorotateChristmasandNewYear’sinalternateyears.AnursecomestoyoutospeakaboutChristmas.Shehasbeenworkingwithyoufor1½years,workedNewYear’sDaylastyear,andtellsyoushecan’tworkonChristmasforpersonalreasons.SheasksyoutoscheduleherforthisNewYear’sDayandnottellanyone.

Aftersomediscussion,youfindoutthatsheisasingleparentandthatherhusbanddied3yearsagoaroundChristmastime.Her9‐and11‐year‐oldchildrenhavehadahardtimeadjustingtotheholidayeversince.Sheiswillingtoworkallthesummerholidays.Althoughshehassharedthisinformationwithyou,sheisaprivatepersonandasksyoutokeepitconfidential.

CaseOneYouarecaringfora6‐year‐oldboy.Heisbeingtreatedforrheumaticheartdiseasefollowingastreptococcalinfection.Hehassustainedsignificantvalvulardamagethatmayrequirecorrectivesurgery.Younoteinthechartthattheclientwasseeninadoctor’sofficeandthatantibioticswereprescribed5weekspriortothisadmission.Theparentsdenyfillingtheprescriptionandoffernoexplanationfortheirrefusaltotreattheinfection.

CaseTwoYouarecaringfora6‐year‐oldboy.Heisbeingtreatedforrheumaticheartdiseasefollowingastreptococcalinfection.Hehassustainedsignificantvalvulardamagethatmayrequirecorrectivesurgery.Younoteinthechartthattheclientwasseeninadoctor’sofficeandthatantibioticswereprescribed5weekspriortothisadmission.Theparentsdenyfillingtheprescriptionandoffernoexplanationfortheirrefusaltotreattheinfection.

Whenyouentertheroomthe6‐year‐oldissurroundedbyhisfamily.Youlearnthatthefamilyhaseightchildrenandthattwograndparentslivewiththem,makingatotaloftwelvepeopleinathree‐bedroomhome.Thefatherhasrecentlybeenlaidofffromhisjobontheassemblylineatanautomotiveplant.Althoughhishealthcarecoveragecontinues,theynolongerhaveaprescriptionplan.Theparentselectednottofilltheprescriptionbecausethefamilyistryingtomakeendsmeet.Thegrandmotherhasmanyfolkremediesthathaveservedthefamilywellforgenerations,sotheparentshavedecidedtotreattheinfection“ourownway.”

InBasketExercise:Stuck

Youhaveclinicalinabuildingwithtenfloors.Youareonanelevatorwithsixnursingstudentswhentheelevatorstops.Whenyoucallforhelp,youfindthatallsixpassengersmustbestuckontheelevatorfor24hours.Thereisnoimmediatethreattoyoursafety,butyouwillnotbeabletogetout. Thesecuritymanagerwillbeabletosenddownone20‐inx20‐inx20‐incardboardcartonofsuppliesforyourgrouptouseinthose24hours.Thisisallyouareallowed.Theelevatorhasampleroomandthereisenoughoxygenandlightfortheduration.Thesecuritymanagerwillcontactyouin10minutestodetermineyourrequests.

Healthcare Education Handbook - Kansas Hospital Association

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