Mentoring in an Online Environment

2022 ◽  
pp. 269-281
Author(s):  
Margaret Moodian
Keyword(s):  
Instructional Design ◽  
Online Environment ◽  
Nonprofit Leadership ◽  
Education Programs ◽  
Doctoral Studies ◽  
Competency Based Education ◽  
Competency Based

This chapter aims to illustrate how online mentorship can be as effective or even more effective as in-person mentorship. Individuals have been mentored online for years; however, because of the COVID-19 pandemic, it has become more popular out of necessity. Mentorship can happen in any number of settings. The focus for this chapter will be on different areas that foster mentor/protégé relationships. These include competency-based education programs, doctoral studies, instructional design, adjunct and fulltime faculty, and nonprofit leadership.

scholarly journals Underpinnings of Competency-Based Education

2010 ◽  
Vol 5 (4) ◽  
pp. 165-169 ◽  
Author(s):  
Jim F. Schilling ◽  
J. Randall Koetting
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Behavioral Science ◽  
Learning Theories ◽  
Scientific Management ◽  
Education Programs ◽  
Professional Programs ◽  
Competency Based Education ◽  
Competency Based ◽  
Educational Paradigms

Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.

scholarly journals Evaluation of evidence-based nursing education of hospital acquired pressure injury prevention in clinical practice: An integrative review

2017 ◽  
Vol 8 (1) ◽  
pp. 9 ◽  
Author(s):  
Michelle Henry ◽  
Cynthia Foronda
Keyword(s):  
Nursing Education ◽  
Quality Care ◽  
Future Research ◽  
Education Programs ◽  
Competency Based Education ◽  
Culture Of Success ◽  
Pressure Injury ◽  
Competency Based ◽  
Hospital Acquired ◽  
Nurse Knowledge

Background and objective: There are 2.5 million Americans affected by hospital-acquired pressure injuries (HAPI) annually. The objective of this study was to review and synthesize the evidence on competency-based education of interventions to prevent HAPIs and to improve the knowledge-base of nursing to guide quality and safety initiatives for patients.Methods: A total of 30 articles met the inclusion and exclusion criteria. They were reviewed, and the selected articles focused into three main areas: nurse knowledge and education, HAPI prevention improvement, and competency. These articles were examined to comprise a review on the studies that provided the most relevant synchronized data concerning pressure ulcers and competency-based education.Results: Two themes developed during the literature search and analysis of the selected articles. The first theme focused on nurse education programs for the prevention and identification of HAPI, and the second was the need for nurse knowledge and competency in the prevention of HAPI.Conclusions: Appraisal of the literature showed that various HAPI education programs have improved nurses’ knowledge and competency, and decreased HAPI occurrences. Future research should focus on identifying and reinforcing standardized professional competency-based education to create a culture of success, and ensure consistently high quality care and safe outcomes for patients.

scholarly journals Alternative Pathways: The Use Of Field-Specific Micro-Credentials in Aging Services

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 762-762
Author(s):  
M Aaron Guest ◽  
Leanne Clark-Shirley ◽  
Cynthia Hancock ◽  
Tina K Newsham ◽  
Katherine Alvarado ◽  
...  
Keyword(s):  
Care Coordination ◽  
Colleges And Universities ◽  
Academic Preparation ◽  
Academic Programs ◽  
Academic Training ◽  
Education Programs ◽  
Alternative Pathways ◽  
Competency Based Education ◽  
Aging Services ◽  
Competency Based

Abstract The rise of formal academic programs in gerontology at colleges and universities has been well documented over the last fifty years. Organizations such as AGHE and AGEC have been established to provide guidance, foster consistency, and advance formal gerontology education programs. Broadly, the purpose of these programs has been to develop a pipeline of trained gerontologists for the aging services workforce. What has been less documented is the rise of alternative pathways to gerontology and gerontological competence, including micro-credentialing. Micro-credentials are intended to provide quick-to-complete competency-based education around specific topics to demonstrate relevant skills to employers. To date, little is known about the prevalence of micro-credentialing in gerontology. Still, it may be that micro-credentials are sought in place of formal academic preparation due to their reduced cost, ease of completion, recognizability, and opportunity to quickly train employees in specific skills. To address this gap, we conducted a review of existing gerontological micro-credentialing opportunities. We identified a total of 51 micro-credentials with an explicit aging-focus and searched for associated competencies for these micro-credentials. In this poster, we describe findings on the emphases of micro-credentials, including dementia and care coordination, and review the programs' scope and nature of competencies. We argue that micro-credentialing can offer value for employees unable or unwilling to pursue formal academic training but should be differentiated from such training. Moving forward, it is critical to ensure alignment between gerontological micro-credentials and established gerontological competencies and standards and to differentiate micro-credentials from formal academic programs.

A Thinking and Doing Model of Competency-Based Education

1979 ◽  
Vol 8 (1) ◽  
pp. 41-50
Author(s):  
Charles E. Feasley
Keyword(s):  
Instructional Design ◽  
Systems Analysis ◽  
Practical Experience ◽  
Review Of Literature ◽  
Design And Development ◽  
Overall Design ◽  
Competency Based Education ◽  
Competency Based ◽  
Model Of Competency ◽  
Instructional Design And Development

A review of literature suggests that systems analysis is the foundation upon which current efforts in competency-based education (CBE) are built. The author merges into a model what various writers have put forth as refinements to systematic instructional design and development and his own practical experience on what will or will not work. The model consists of four phases: 1) competency identification, 2) overall design, 3) production, and 4) evaluation. Each phase is broken into a series of steps for thinking and doing. The model provides flexibility by being subject to many different orderings of efforts due to prior accomplishments and/or lack of resources.

Ensuring faculty success in online competency-based education programs

2017 ◽  
Vol 2 (3) ◽  
pp. e01052
Author(s):  
Curtis Newbold ◽  
Christine Seifert ◽  
Brooks Doherty ◽  
Anthony Scheffler ◽  
April Ray
Keyword(s):  
Education Programs ◽  
Competency Based Education ◽  
Competency Based ◽  
Faculty Success
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