Development and implementation of competency-based orientation program for advanced practice providers at an academic cancer center.

2016 ◽  
Vol 34 (7_suppl) ◽  
pp. 119-119
Author(s):  
David W. Dougherty ◽  
Julie Ann Berkhof ◽  
Cheryl Hokula ◽  
Julie Kozlowski ◽  
Jennifer Galdys ◽  
...  

119 Background: Increased utilization of Advanced Practice Providers (APPs) has been identified as a means to increase oncology visit capacity and improve productivity. Many APPs have little experience in oncology or are new to the APP role. As a result, there is a need for a comprehensive, competency-based orientation and mentorship program to aid in this transition and ensure effective integration of APPs into the complex oncology environment. Methods: We developed and implemented a comprehensive, competency-based orientation and mentorship program for APPs hired into the Wilmot Cancer Institute. In addition to basic institutional orientation, APPs are assigned primary & secondary preceptors and complete a 12-week oncology-specific orientation that includes specific clinical activities relevant to their role. Oncology educational articles and lectures are provided and APPs meet weekly with preceptors to identify goals, accomplishments and improvement needs. Faculty mentors are assigned for additional oncology-specific and professional development, as well as oversight of chemotherapy ordering. If deficiencies are identified, APPs are provided an Individual Development Plan with milestones necessary for progression. Results: From January 2013 to July 2015, 16 APPs were hired and enrolled into the orientation program. 11 APPs had no prior oncology experience and 10 had no prior experience as an APP. 14 of 16 APPs (87.5%) successfully completed the orientation program. 2 APPs were placed on Individual Development Plans and subsequently did not complete the program. All 14 APPs successfully completing orientation have been retained in their position, leading to 100% retention rate for those completing the program since its inception. Conclusions: This framework for a comprehensive, competency-based orientation and mentorship program for APPs at an academic cancer center has improved our ability to successfully integrate APPs into the cancer care environment. In addition, APPs having difficulty transitioning or who are unable to complete the orientation were efficiently identified, leading to individualized improvement plans required for ongoing employment.

1980 ◽  
Vol 5 (3) ◽  
pp. 16-20 ◽  
Author(s):  
Dorothy J. del Bueno ◽  
Frances Barker ◽  
Carol Christmyer

2016 ◽  
Vol 31 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Jay Mitra

This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.


2020 ◽  
Vol 68 (3) ◽  
pp. 284-292 ◽  
Author(s):  
Hilaire J. Thompson ◽  
Sheila Judge Santacroce ◽  
Rita H. Pickler ◽  
Jerilyn K. Allen ◽  
Jane M. Armer ◽  
...  

2018 ◽  
Vol 47 ◽  
pp. 69-83
Author(s):  
Aldona Andrzejczak

Purpose. Diagnosing the place of tourism among the life goals of students graduating from economics universities. Method. Quantitative and qualitative analysis of Individual Development Plans for Master's students at an economic university. The sample consisted of 225 plans prepared by students participating in the authors’ lecture undergoing full-time and part-time studies, collected in 2015, 2016 and 2017. Findings. Traveling around the world is one of the priority life goals of over a third of respondents. Tourist plans cover all continents, with the dominance of traveling around Europe. Gender and study mode are not statistically significant. Research and conclusions limitations. The research concerns only one faculty at an economic university. The degree of generality regarding the formulation of life goals unable deeper analysis of expectations related to forms of tourism. Practical implications. The method of obtaining data and the accuracy of tourist plans can be an indicator of potential tourist demand. Originality. The research did not directly concern tourist demand and is a reliable source of information about the real rank of tourism among students' life priorities. Type of paper. Presentation of the results of empirical research.


1999 ◽  
Vol 1 (3) ◽  
pp. 175-180
Author(s):  
Sandra J. Genrich ◽  
Phyllis S. Karns ◽  
Jacquelin Neatherlin

Given the dynamic nature of the health care environment, what should be the focus of graduate education in nursing? New advanced practice roles for nurses are emerging, but few university-based educational programs exist to respond to the need. In developing a Master’s program, Baylor University School of Nursing accepted the challenge to deviate from tradition by preparing a nurse who has the advanced knowledge and skills necessary to proactively address the present and future needs of health care in multiple settings and roles. This article discusses this unique and creative program in patient care management. Outcome evaluation reveals that students are attaining the terminal objectives, meeting the outcome criteria, and readily securing employment.


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