Performance-Based Certification


Book Description

Are your employees qualified? Looking for qualified people to do competent work? How do you ensure that the people you hire can do the job right? An ever-increasing number of organizations are asking the same questions. Certification planning is the answer and Performance-Based Certification is the key. This is the only book on the market that addresses the growing need to monitor the qualifications of employees. You'll be able to quickly customize the certification tests and other job aids provided on the accompanying disk. Create a certification program within your organization to: Instill confidence that employees, members, or suppliers are qualified to meet the needs of your customers Ensure that your workforce is trained and competent to their job Make your hiring process more cost effective and legally defendable Recognize competence and consistency of your employees Once you've identified the need for a certification program, what's the next step? All of the answers are here!




Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards


Book Description

In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)




The Credentialing Handbook


Book Description

The Credentialing Handbook provides comprehensive, plain-English guida nce to understand and master the provider credentialing process in any health care setting. With sample forms, checklists, flowcharts, and c orrespondence, this practical guide walks you through every aspect of effective credentialing, appointment, and recredentialing. You'll lear n: key steps in the credentialing process; about express credentialin g models; how to credential allied health practitioners; typical time frames and tracking systems; pros and cons of delegating credentialin g, plus more.




Supervision for Learning


Book Description

Provides information on how to transform a supervisory system into a performance-based model that connects to student achievement and teacher professional development.




Concerns in Workforce Development


Book Description

Investments in public health workforce development are based on the assumption that capacity and competencies are linked with the effectiveness and efficiency of providing essential public health services. However, evidence of the effects of workforce quantity or quality on the performance of core public health functions is limited. A review of public health, health care, and teacher education literature was conducted to determine the state of research in the field and to identify promising approaches and study designs for application to public health workforce training. A total of 861 articles and abstracts were reviewed from the health literature and 470 from teacher education literature. Sixty-five reports in the public health or health care literature and 68 in the education literature met the inclusion criteria. Eleven studies in public health or health literature reported positive correlations and 3 determined no substantial correlation to credentials. In the education literature, 10 studies reported a positive link,whereas 9 studies reported mixed or nonsignificant results. We conclude that a paucity of quality research or compelling evidence exists linking certification or credentialing to any related outcome. Until further research is conducted, discussions on the need for public health workforce certification and credentialing will be based on good-faith expectations for improving individual and organizational performance.




Future Directions of Credentialing Research in Nursing


Book Description

The nurse workforce constitutes the largest sector of health professionals in the United States and includes individuals with varying educational backgrounds and expertise. Like other health professions, nursing includes a large number of specialties and subspecialties. Nurses may seek certification, based on various standards and criteria, from a wide range of organizations. Similarly, organizations may participate in nursing credentialing programs, which typically reflect the attainment of various nursing care standards and outcome measures. It is, however, unclear how this additional training and education affects health care quality and patient health. Future Directions of Credentialing Research in Nursing examines short- and long-term strategies to advance research on nurse certification and organizational credentialing. This report summarizes a workshop convened by the Institute of Medicine in September 2014 to examine a new framework and research priorities to guide future research on the impact of nurse credentialing and certification on outcomes for nurses, organizations, and patients. Over 100 people attended the workshop, which focused on topics such as emergent priorities for research in nursing credentialing; critical knowledge gaps and methodological limitations in the field; promising developments in research methodologies, health metrics, and data infrastructures to better evaluate the impact of nursing credentialing; and short- and long-term strategies to encourage continued activity in nursing credentialing research. Future Directions of Credentialing Research in Nursing is a record of the presentations, discussion, and break-out sessions of this event.




Setting Performance Standards


Book Description

Setting standards of performance is a ubiquitous task in education licensure, certification, and credentialling. It is found in elementary schooling, the professions, commercial applications, and governmental and private organizations. It is one of the most complex, controversial, and vexing issues facing specialists and policy makers today. This second edition solidifies Setting Performance Standards as the only book providing a comprehensive profile of both the issues and the "how-to" methods that define this thorny field. Four chapters have been removed; 11 chapters have been added; 2 chapters have major revisions; and all chapters have been updated. Comprehensive – Part I provides a conceptual overview of standard setting and its overarching issues; Part II provides practical (how-to) information on the newest standard setting methods; Part III provides information and advice on persistent and potential challenges in standard setting. Practical – Part II (the heart of the book) reviews 16 of the newest standard setting methods, far more than any other book. Expertise – Most of the well-known authors from the 1st edition return, with authors of equal stature contributing new chapters.




Performance-Based Management


Book Description

Everyday first-line managers and supervisors struggle with deficiencies and inequities in their organization, their leadership, and their people. Performance-Based Management recognizes that deficiencies exist and focuses on those things that first-line managers and supervisors can do to be more effective. It helps managers not only understand what people require to be effective in the workplace, it provides them with tools to assess organizational factors, identify barriers to performance, and convene and direct the appropriate resources to improve workplace performance. Written by Judith Hale—author of the best-selling Performance Consultant's Fieldbook—Performance-Based Management comprehensively addresses the role of Performance and Management Information, Communication, and Performance Support Systems Measures and Feedback Rewards and Consequences Performance Support Tools and Resources Internal and External Consultants Power and Politics Message and Image Management




The Fppe Toolbox


Book Description

The FPPE Toolbox: Field-Tested Documents for Credentialing, Competency, and Compliance Carol S. Cairns, CPMSM, CPCS; Sally J. Pelletier, CPMSM, CPCS; Donna K. Goestenkors, CPMSM Not sure how to collect, organize, and present your FPPE data? Just open your toolbox By now you know the importance of focused professional practice evaluation (FPPE). Due to revisions to Joint Commission standards in both 2007 and 2008, hospitals must establish and track practitioner competency using measurable performance data. What is the bottom line for your MSO? The bottom line is, to be compliant with the regulatory changes, your MSO must adopt a standard framework defining the dimensions of privileged practitioners performance, applying The Joint Commission s requirements for competency. In addition, failing to gather and organize FPPE data in a standardized way presents risks including failing to gather sufficient data, redundancy, inconsistency across specialties, and failing to articulate to practitioners their role in FPPE. Do you have the tools for FPPE compliance? "The FPPE Toolbox: Field-Tested Documents for Credentialing, Competency, and Compliance"provides exactly that a comprehensive toolbox full of the forms and tools you need to conduct FPPE and OPPE. It offers: Forms Policies Letters Scorecards Reports Save time by tailoring your existing materials to meet the latest requirements In addition to providing new forms and tools you can customize for your facility, this guide also shows you how to repurpose existing materials to achieve compliance. Eliminate the headache of developing an organizational system on your own Use the tools in this book to manage the tremendous amount of quality data you must gather through FPPE. Organizing your FPPE data now means you will save time applying it to credentialing and privileging decisions in the future. Don t reinvent the wheel get the tools you need to get the job done Take advantage of the expert knowledge and practical resources in this toolbox you can put its contents to use immediately at your facility, without wading through lengthy background information. Use sample policies and forms to create a cohesive competency documentation process This book and CD-ROM set includes field-tested FPPE policies from your peers around the country. This toolbox is useful for facilities of all types and sizes, and it includes sample tools you can use right away: Case studies showing how your peers implemented FPPE FPPE policy documents FPPE language excerpted from peers bylaws documents or policies and procedures A practice evaluation form based on the six general competencies Department-specific proctoring forms Inpatient and outpatient proctoring (nonprocedural) forms A proctoring summary report of a provisional staff member Notification to a practitioner successful conclusion of provisional staff status and advancement of staff category A letter to a physician requesting his/her service as proctor A summary report to the board Physician competency data scorecards Guide to drafting a focused professional practice evaluation policy Retrospective, concurrent, and prospective proctoring guidelines Performance feedback process for mid-level practitioners Earn continuing education credits This program has been approved by the National Association Medical Staff Services for 5 continuing education units. Accreditation of this educational program in no way implies endorsement or sponsorship by NAMSS. Who will benefit? Medical staff coordinators/directors Managers of medical staff services Credentialing coordinators/managers Quality managers/directors Chief medical officers VPMAs Medical executive committee members