HCPro, Barbara A. Brunt MA MN RN-BC's Evidence-Based Competency Management for the Emergency PDF

By HCPro, Barbara A. Brunt MA MN RN-BC

ISBN-10: 1601461526

ISBN-13: 9781601461520

Finish your fight to evaluate, validate, and record the competency of your ED nurses. NEW! moment variation comprises evidence-based potential! You rent simply the simplest nurses to your emergency division (ED) to accomplish their projects fast and correctly, even within the such a lot chaotic events. find out how to degree and verify their readiness is thru evidence-based abilities. Now you dont need to spend time getting to know evidence-based potential to evaluate your ED nurses ability units! writer Barbara A. Brunt, MA, MN, RN-BC, has taken her best-selling sequence and brought up every one competency with good, respected facts so that you can benchmark your employees opposed to criteria. This moment version is totally revised with the most recent laws from The Joint fee and different regulatory our bodies. It guarantees you have got every thing you want to meet and exceed evidence-based competency necessities. This ebook and CD-ROM pair is a whole evidence-based competency software created particularly for assessing, validating, and documenting the abilities of your ED nurses. Youll locate confirmed suggestions and methods for successfully comparing the educational wishes of your employees.

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Extra resources for Evidence-Based Competency Management for the Emergency Department, Second Edition

Sample text

CBE emphasizes outcomes in terms of what individuals must know and be able to do and allows flexible pathways for achieving those outcomes. 1 provides a comparison of CBE and traditional education. 1 Comparison of CBE and traditional education Characteristic 22 CBE programs (Learner-centered) Traditional education (Teacher-centered) Basis of instruction Student outcomes (competencies) Specific information to be covered Pace of instruction Learner sets own pace in meeting objectives All proceed at pace determined by instructor How proceed from task to task Master one task before moving to another Fixed amount of time on each module Focus of instruction Specific tasks included in role Information that may or may not be part of role Method of evaluation Evaluated according to predetermined standards Relate achievement of learner to other learners Evidence-Based Competency Management for the Emergency Department, Second Edition ( c) 2010 HCPro, Inc.

For instance, an agency could determine that either RNs or licensed practical nurses (LPNs) can validate nursing assistants’ (NAs’) competency in taking vital signs. For lifting and transfer techniques, someone from physical therapy or nurses could validate competency. For some skills, someone in one job category could validate the competence of another person in that same category. For instance, an RN experienced in critical care could validate the competence of a fellow RN in measuring cardiac output.

The organization identifies safety risks inherent in its client population. • The organization identifies clients at risk for suicide Goal #16. Improve recognition and response to changes in a patient’s condition. ) • The organization selects a suitable method that enables healthcare staff members to directly request additional assistance from one or more specially trained individuals when the patient’s condition appears to be worsening • Formal education for urgent response policies and practices is conducted with the people who may request assistance and the people who may respond to those requests Many organizations have implemented Rapid Response Teams to meet this standard.

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Evidence-Based Competency Management for the Emergency Department, Second Edition by HCPro, Barbara A. Brunt MA MN RN-BC


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