...Decision Support for Adults Living with Chronic Kidney Disease Best Practice Guideline & AGREE Tool Application Jessica Cruz Nancie Moran Coleen Smart University of Hartford Decision Support for Adults Living with Chronic Kidney Disease Introduction The movement towards evidence-based healthcare has been gaining momentum quickly over the past few years, motivated by clinicians, management and politicians concerned about quality, consistency and costs. Best practice guidelines, or BPG’s, are systematically developed statements to assist practitioners and patients in decisions about appropriate health care for specific circumstances. They describe appropriate care based on the best available scientific evidence. BPG’s are developed and implemented to reduce inappropriate variation in practice; promote efficient use of resources; to act as guideline for quality control, highlight shortcomings of existing literature; suggest appropriate future research; and to provide a focus for continuing education. In 1999, the Registered Nurse Association Organization (RNAO) began its mission of advancing health public policy and promoting the full participation of registered nurses in improving health, and in shaping and delivering health care services. To date, the RNAO has implemented eight Healthy Work Environment Best Practice Guideline’s (BPG’S) and 44 Clinical Practice Guidelines. Each guideline undergoes rigorous, structured research by a panel of experts prior...
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...Evidence based practice (EBP) in nursing has many varied definitions among the nurses, my favorite definition is “the integration of the best research evidence with clinical expertise and patient values” (Sacket et al., 2000). My practice setting to date has been my clinical rotations and preceptorship. While my experience in the hospital setting is limited, there is a key observation I have made regarding evidence based practice and desired patient outcomes. This observation is based on three codes I witnessed in three different hospitals. Having completed my ACLS and EKG certification on summer break last year just prior to beginning my high acuity rotation, I was familiar with the protocol for running a code. There are very clear guidelines set forth by the AHA (which is the only course accepted by the hospitals in Palm Beach County). According to the AHA, these guidelines are” based on the scientific consensus of resuscitation experts from a variety of countries, cultures, and disciplines,” ("2010 Guidelines for CPR and ECC," 2013) using the most recent research, clinical application, and positive patient outcomes. These guidelines having been implemented into the respective hospital’s “safe practice” employee protocol, it was interesting and frightening to see just how horribly wrong things could go when not following EBP. The first two codes I witnessed were nothing short of a disaster, it was chaos, at one point no one was even doing CPR. The third code I witnessed...
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...skills and knowledge to drive a vehicle safely to successfully pass their G2 examinations. Content of training program: The program will cover all aspects of driving including manoeuvring, parking, city and rural driving, lane changes, parallel parks, three-point turns, uphill/downhill parking, roundabouts and intersections. Intended Training Methods: The trainee will observe trainer as he/she models the desired behaviours for driving before the trainee takes the seat, and any time requested by the trainee to demonstrate how to perform tasks. Most of the training will consist of active practice which will allow the trainee to practice performing the task while applying all knowledge and skills during training (pg. 145). They will do this by physically taking charge in the driver seat and learn how to drive with instruction and guidance from the instructor. Conditions of Practice: Pre-training intervention. Most of the knowledge would already be gained by successfully completing G1 examinations (written knowledge exam) that is requirement in order to register for the training program. However, just before the start of every session,...
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...for improvements instead of using the money for their parties and such. Furthermore, they should have kept a log of how much money was collected every day and turned it into the city. I would not be surprised if some of the supervisors where keeping some of the money for their own personal use. If there had been a whistle-blower early on in the situation, do you think the problem would have grown as large as it did? Why or why not? I think it depends when the whistle-blower came out. For example, if the whistle blower came out 30 years ago, when the practice first started it probably would not have been a big deal. Thirty years ago ethics was not a major concern. Also, since the practice has just started, the amount of money would not have been as large. If the issue would have been raised 10 or 20 years ago, I think the problem would have been resolved. The officials would have given the supervisors clear guidelines about what to do with the scrap metal and they would have complied. Imagine all the money the city would have raised in all those years if they raised 60,000 in a few...
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...Common Presentation Mistakes to Avoid The workshop I attend is called “Common Presentation Mistakes to Avoid”. This workshop was about mistakes everyone makes when giving a presentation. No one is perfect but using guidelines regarding presentation practice and when you practice presentation the way you give them it will turn out how you plan. Even the best presentation can be destroyed by a bad presenter from the person who mumbles, to the one who talks too fast, to the one who just wasn’t prepared. But perhaps nothing is as irritating as the person who misuses and abuses. There are seven step I learn to go over before giving a presentation and what are the solution to making those problems better but the top three of the mistakes are “ Not knowing your topic:, Ignoring your audience” and “Not Practicing” . These steps will not only prepare me for presentation in school but also increase my skills for my career. The first mistake is not knowing your topic. Not addressing assignment or problem and missing main parts of topic. You can memorized the content but when someone ask you a question about it, you panic and don’t know how to answer it. You never prepared for questions and all you know about this topic is what is written on the slides. A better solution so this don’t happen is to know your material as well, that you could easily do the presentation without an electronic enhancement such as PowerPoint. Nothing will ruin your credibility as a presenter faster, than not...
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...TRAINING NEEDS ANALYSIS (TNA) THE ROYAL AUSTRALIAN AND NEW ZEALAND COLLEGE OF RADIOLOGISTS® The Royal Australian and New Zealand College of Radiologists Strategic Priorities 2010 - 2014 Name of document and version: Training Needs Analysis (TNA), Version 1 Prepared by: Kelly Menzel - Educational Development Manager Sharon Messina - Director, Education and Research Submitted to: Endorsed by College Council, 21 July 2011 ABN 37 000 029 863 Copyright for this publication rests with The Royal Australian and New Zealand College of Radiologists ® The Royal Australian and New Zealand College of Radiologists Level 9, 51 Druitt Street Sydney NSW 2000, Australia Email: ranzcr@ranzcr.edu.au Website: www.ranzcr.edu.au Telephone: + 61 2 9268 9777 Facsimile: + 61 2 9268 9799 2 CONTENTS 1. INTRODUCTION……………………………………………………………….3 2. WHAT IS A TRAINING NEEDS ANALYSIS? ………………………...……4 3. BENEFITS OF UNDERTAKING A TNA……………………………………..6 4. INITIAL QUESTIONS ………………………………………………………..6 5. METHODOLOGY………………………………………………………………8 6. TRAINING NEEDS IDENTIFIED……………………………………………11 7. RECOMMENDATIONS………………………………………………………18 8. CONCLUSION………………………………………………………………...22 9. REFERENCES………………………………………………………………..24 10. BIBLOGRAPHY……………………………………………………………….26 11. APPENDIX 1…………………………………………………………………..27 12. APPENDIX 2…………………………………………………………………..28 13. APPENDIX 3…………………………………………………………………..36 Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 2 1) INTRODUCTION This training...
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...Handbook for RCOG Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians...
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...A1 - Course Description: The introduction to Consumer Lending Course is designed for Financial/Credit Service staff that has limited or no experience in consumer lending and requires new and practical knowledge in Consumer Lending & Interviewing. This 7 hour full day session will equip you with the theory, knowledge and skill to provide yourself to conduct a proper lending experience for your members/clients. Strength of this course is to provide the best service to your member/client and the ability to apply this to your every day consumer lending environment. Trainees: 25 Financial/Credit Service Staff Members Time: 9 a.m to 5 p.m | * A2 – Course Outline: Time | Module Title | Module objective/s | 9:00AM – 9:30AM | Introduction * Trainer & Trainee Introductions * Housekeeping rules * Agenda | Trainer will begin by introducing herself with trainees introduction of themselves with a brief description so they are familiar with who they will be working with. | 9:30AM – 10:30AM | Module 1 - Retail Lending -Introduction to the Loan Portfolio, the definition, profitability, cross selling, 8 C’s of Credit & matching. | Trainees will listen closely to the topics discussed by taking notes of the 8 C’s of Credit. | 10:30AM – 10:45 | BREAK | BREAK | 10:45AM – 11:15 | Trainer will begin describing the lending process and reviewing the list of responsibilities assigned as a member consultant/lender. As a short group...
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...Report on “How I assess the training & development issues/needs of an Organization?” Prepared by : Supervised by & submitted to: Nazia Tazreen ID 2010010002014 Tazreen Rahman Md. Rasel Bhuyan ID 2011010004081 Course Teacher Abeda Awwal ID 2010110001061 Training & Development Kaniz Fatema ID 2010110001080 Mahajabin Begum ID 2010110001070 Program : MBA (THIS REPORT IS SUBMITTED FOR THE PARTIAL FULFILMENT OF THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION WITH A MAJOR IN HRM) 13 December 2011 Tazreen Rahman Course Teacher (Training & Development) Southeast University Dhaka Campus Subject: Submission of Report Dear Madam, With a pleasure, I would like to submit my internship report entitled “How I assess the training & development issues/needs of an Organization?” in connection of my practical experience in Bestway Group I have tried my level best to expose it’s “training & development issues/needs assessment” through collecting various significant information of Bestway Group. I hope you would kindly accept the report considering my unintentional mistakes in preparing of the report. Thanking You Sincerely Yours, ______________________ Nazia Tazreen & Group MBA Program Southeast University Dhaka Campus. |Content Name | |Page No. | |First Phase: Training & Development Process ...
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...Success of Training Programs Evaluating any training programs is done in five steps. The first step is to set the criteria for the evaluation. Training-level criteria and performance level criteria are both important in evaluating training methods. The next step in evaluating a training program is to choose a design. A common design used is the pretest-posttest design. Trainees are evaluated before training and again after training. This design is a way to measure how much was gained from the training. The next step in successfully evaluating a training program is to choose the measures of the criteria. The particular criteria would determine appropriate measures. The final steps of successfully evaluating a training program are to collect the necessary data and analyze and interpret the data. If the first four steps are done correct and thoroughly one will be able to reach a conclusion about the effectiveness of the training program (Spector, 2008). The selection and training of employees is an important aspect for organizations. For example: if a relative had to have surgery and the doctor conducting the surgery was not properly trained, that relative and his or her family would want a trained surgeon to do the surgery. As a consumer the most qualified person for a position would be the right way to go, but there are also other aspects like personality, sociability, and skill levels. The health of an organization, their employees, and consumers in the area are also...
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...company, with a 135-year history and operations in virtually every country in the world. Nestlé’s principal assets are not office buildings, factories, or even brands. Rather, it is the fact that they are a global organization comprised of many nationalities, religions, and ethnic backgrounds all working together in one single unifying corporate culture. Culture at Nestlé and Human Resources Policy Nestlé culture unifies people on all continents. The most important parts of Nestlé’s business strategy and culture are the development of human capacity in each country where they operate. Learning is an integral part of Nestlé’s culture. This is firmly stated in The Nestlé Human Resources Policy, a totally new policy that encompasses the guidelines that constitute a sound basis for efficient and effective human resource management. People development is the driving force of the policy, which includes clear principles on non-discrimination, the right of collective bargaining as well as the strict prohibition of any form of harassment. The policy deals with recruitment, remuneration and training and development and emphasizes individual responsibility, strong leadership and a commitment to life-long learning as required characteristics for Nestlé managers. Training Programs at Nestlé The willingness to learn is therefore an essential condition to be employed by Nestlé. First and foremost, training is done on-the-job. Guiding and coaching is part of the responsibility of each manager...
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...Employee Training and Development Employee training and development could have great impact on a firm's market share. This research paper is designed to give factual reports of employee training and development, and to show how they differ from smaller to larger firms. The following research will cover beginning from the early stages of employee training and development, to the present day techniques used by Human Resource Managers in the U.S. "During and after World War II, in-service training by employers became a common practice. The rapid changeover in industry from peace to war led to training schemes for semiskilled workers, for workers transferred to new jobs, and for women newly brought into industry. Thereafter, the rapid contemporary advance of technological change made training a necessity in almost all walks of life. At the operating level in industry and in public utilities, new techniques, new methods, new tools, new synthetics, new sources of power, and increased uses of automation have brought extensive changes in the past decades, and the rate of change tends to increase as time goes on. Comparable changes are taking place in the office with the extended use of computers and data processors, which provide for the storing and recall of information in amounts unknown 20 years ago," 1Britcana Encyclopedia. The training and development with a candidate usually starts with orientation. Work 911 had this to say about the importance of orientation, "1. To Reduce...
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...Anasa Sreekanth | 14453 IMBA-General | HRM Anasa Sreekanth | 14453 IMBA-General | HRM NEW MANAGEMENT TRAINEE SCHEME VARIYAS PVT LTD NEW MANAGEMENT TRAINEE SCHEME VARIYAS PVT LTD Goals of Management Trainee Scheme * Knowledge- Managers need knowledge of the financial, industrial and social environments in which their company operates. Knowledge of the products and services provided by their company are other essentials. They should distinguish between the acquisition of information about the company and its environments, and the capability to understand and use the information in relevant ways. * Planning Ability- Planning requires managers to define production or service goals, assess the company's internal and external situations, and structure work to accomplish the plan. The training objectives you prepare should enable you to determine how well management trainees developed their capabilities in and understanding of each of these areas, and how effectively they accomplished the required tasks. * People Relationships- Managers need to improve their skills of relating to people help and ability to direct their employees. Managers' abilities to represent the company with the public, government agencies, investors and vendors. * Leadership Capacity - Effective managers exhibit more directive traits, while others are more collegial. Leadership objective is to enable employees to perform at high levels, drills for providing reluctant employees with the motivation to...
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...company, with a 135-year history and operations in virtually every country in the world. Nestlé’s principal assets are not office buildings, factories, or even brands. Rather, it is the fact that they are a global organization comprised of many nationalities, religions, and ethnic backgrounds all working together in one single unifying corporate culture. Culture at Nestlé and Human Resources Policy Nestlé culture unifies people on all continents. The most important parts of Nestlé’s business strategy and culture are the development of human capacity in each country where they operate. Learning is an integral part of Nestlé’s culture. This is firmly stated in The Nestlé Human Resources Policy, a totally new policy that encompasses the guidelines that constitute a sound basis for efficient and effective human resource management. People development is the driving force of the policy, which includes clear principles on non-discrimination, the right of collective bargaining as well as the strict prohibition of any form of harassment. The policy deals with recruitment, remuneration and training and development and emphasizes individual responsibility, strong leadership and a commitment to life-long learning as required characteristics for Nestlé managers. Training Programs at Nestlé The willingness to learn is therefore an essential condition to be employed by Nestlé. First and foremost, training is done on-the-job. Guiding and coaching is part of the responsibility of each...
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...Lloyd Wayne Murphy Product Quality Inspector Training Development Strayer University September 9, 2012 Abstract March 10, 2008, a group of four IT students: J. Group, L. Elect, K. Tronic, and M. Gadget incurred the involvement of a IT final exam studying session together on the student’s home J. Group, and during the studying session, when J. Group complained of hot the laptop felt. A heated discussion soon ensued regarding J. Group’s concern, whereof the group initiated a concept of the students forming an accord between the students to construct an electronic gadget, which would resolve the issue. Indeed, not only did the gadget soon incur construction in a reduction of the operational heat of the laptop or computer produced: the gadget, as well, enhanced a laptop’s or any computer’s speed, wherein, the gadget incurred attachment. Therefore, the students found a financial backer, N. Merchandise, to initiate the implementation of the construction of Automated Gadget and promptly filed for a LLC to form company: thereof titled Group Automated Gadget, LLC (GAG) on June 8, 2008. Product Quality Inspector Training Development The GAG board is comprised of five individuals: the four students and the financial backer, whom the board elected as President of the board, devised a stratagem of opening a small plant. The GAG board averred the organizations mission to highlight the firm’s goals: GAG product performance excellence equals customer satisfaction. The board of...
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