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Models of Recertification (ICE Edition)

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by

Christopher Butcher

on 11 February 2014

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Transcript of Models of Recertification (ICE Edition)

Models of Recertification
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria

Skill
Ability
Judgment
Reference
Curriculum
Calendar
Shelf-Life
Triggered
Evidence
Release
Obsolescence
Decay
Assessment Mode
Optional
Required
Targeted
Prescribed
(personalized)
Quantitative
Time
Acquisitive
Participatory
Referenced
Productive
Score
Contextual
Objective
Rated
Self
Peer
Supervisor
Calibrated
Consumer
Self Reflection
Self Assessment
MCQ
Simulation
Indicators
Outcomes
Classroom
eLearning
Conference
Portfolio
Work Product
Volunteer
work
Industry leadership
Precepting
Practice review
Competency
Level
Specialty conditions
Specialty recognition
Flat
Progressive
Incentives
Recertification Components
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria

Skill
Ability
Judgment
Reference
Curriculum
Calendar
Shelf-life
Triggered
Evidence
Release
Obsolescence
Decay
Assessment Mode
Optional
Required
Prescribed
Quantitative
Time
Didactic
Participatory
Productive
Score
Objective
Rated
Self
Peer
Supervisor
Calibrated
Consumer
Self Reflection
Self Assessment
MCQ
Simulation
Indicators
Outcomes
Classroom
eLearning
Conference
Portfolio
Work Product
Volunteer
work
Industry leadership
Precepting
Practice review
Competency
Specialty conditions
Specialty recognition
Progressive
Incentives
Homogeneity
Procedures
Indicators
# Activities
Hours
Months
Conscious competence
Cut score
Curve
Requirements are adjusted due to specialization without restricting practice. A person's requirements in one area are reduced because of a recognition of achievement in another area but are not required to cease practice in areas outside the specialty.
Requirements are adjusted to acknowledge specialization, but practice is restricted based on conditions. In other words, a person's requirements are lowered but so are their practice opportunities.
Continous
When the content of a credential changes in the form of an official release, or version, such as software or code (e.g., electrical codes)
A body of knowledge such as an electrical code that represents the single source of knowledge.
A body of work represented in an academic curriculum or collection of learning activities.
Adjust criteria based on achieving some related task. For instance, CE requirements are reduced following the completion of a learning plan.
Requirements for more advanced practitioners are different from the requirements for newer practitioners.
Remedial
Targeted
Credential holders are required to complete a learning plan to address deficiencies
Credential holders adjust planning based on formative assessment
Research
Publication
Competencies
Knowlege
Skill
Ability
Judgment
Performance Indicators
Practice Examples
Learning Units
(CEUs, PDUs
Criterion referenced
Norm-referenced
Homogeneity
Commonly used for participation in educational activities
Commonly used for participation in occupational activities
Program Completion
Activity Completion
Activity Quality
Virtual
Reality
Gaming
Haptic
Team
Volunteer
Paid
OSCE
Team Competencies
Team Assessors
Practice Review
Mentoring
Contextual
Classified
Level
Learning Style
Referenced
Recertification by Continuing Education
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria
Calendar
Assessment Mode
Quantitative
Time
Didactic
Participatory
Productive
Classroom
eLearning
Conference
Portfolio
Work Product
Volunteer
work
Industry leadership
Precepting
Practice review
# Activities
Hours
Conscious competence
Research
Publication
Learning Units
(CEUs, PDUs
Commonly used for participation in educational activities
Program Completion
Activity Completion
Activity Quality
Mentoring
Classified
Recertification by Examination
Knowledge
Basis
Planning
Activities
Interval
(construct)
Evaluation
Criteria
Calendar
Assessment Mode
Didactic
Score
Objective
MCQ
Conscious competence
Cut score
Criterion referenced
Contextual
Classified
Referenced
Take a Test
Take a Test
Figure. 1. Lenburg’s Eight Core Practice Competencies with Subskill Examples

1. Assessment and Intervention Skills

safety and protection
assessment and monitoring
therapeutic treatments and procedures

2. Communication Skills

oral skills
talking, listening, with individuals
interviewing; history taking
group discussion, interacting
telling, showing, reporting
writing skills
clinical reports, care plans, charting
agency reports, forms, memos
articles, manuals
computing skills (information processing; using computers)
related to clients, agencies, other authorities
related to information search and inquiry
related to professional responsibilities

3. Critical Thinking Skills:

evaluation; integrating pertinent data from multiple sources
problem solving; diagnostic reasoning; creating alternatives
decision making; prioritizing
scientific inquiry; research process

4. Human Caring and Relationship Skills

morality, ethics, legality
cultural respect; cooperative interpersonal relationships
client advocacy

5. Management Skills

administration, organization, coordination
planning, delegation, supervision of others
human and material resource utilization
accountability and responsibility; performance appraisals and QI

6. Leadership Skills

collaboration; assertiveness, risk taking
creativity, vision to formulate alternatives
planning, anticipating, supporting with evidence
professional accountability, role behaviors, appearance

7. Teaching Skills

individuals and groups; clients, coworkers, others
health promotion; health restoration

8. Knowledge Integration Skills:

nursing, healthcare and related disciplines
liberal arts, natural and social sciences, and related disciplines

Competency Outcomes and Performance Assessment (COPA) Model,
Physician Assistants - Professional competencies
include the effective and appropriate
application of:
medical knowledge,
interpersonal and communication skills,
patient care,
professionalism,
practice-based learning and improvement, and
systems-based practice.
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