Departments & Programs,UW Health,Ambulatory Education,Staff Driven Competency Model,Resources

Ambulatory Flier

Ambulatory Flier - Departments & Programs, UW Health, Ambulatory Education, Staff Driven Competency Model, Resources

What is it?
• New for ongoing employee education UW Health wide initiative
• decide what their specific competency needs are! Staff
• brainstorms using a worksheet to identify learning needs. Staff

Old Way New Improved Way
 Annual/quarterly review model

 Employees brainstorm annually within their own specific
department to determine their learning needs
 HC & MF integrated approach

 Standardized topics across system
 Traditional/repeated topics
 Topics based on perceived need (learning
needs assessment, PSNs, regulatory
requirements, health care trends)

 Role specific (RN vs. MA vs. Scheduler vs. Tech)
 Specific to area/department (What may be a need in one
area is not a need in another)
 Competency checklist
 Testing

 Several options available for validation methods to
better meet employee preference
 On-Site trainings
 Hours away from staffing
 Limited timeframe for staff to attend

 Several validation methods available
 Staff can do at their own pace during time frame
 Staff can often complete during down time
 Education and Manager tracking  Employee is responsible to complete by due date-reflects
in performance evaluation per policy 3.25

• Makes learning to the employee meaningful and relevant
• Promotes for employee accountability

• -work with managers & staff throughout the process Zone Educator
• -assist with scheduling staff time; provide outcome data Clinic Leader
and work directly with staff to identify areas of need; remind staff of
deadlines; use in performance evaluations
• -work in collaboration with Educator to create a menu of Employee
options to meet competency criteria; responsible for participation
and completion by deadline

What Stays the Same?
 Time sensitive education (new/revised policy, new
 New employee orientation
 Safety Infection Control trainings, Immunization Task Force
trainings, Point of Care training (Blood Glucose)
 Class offerings: preceptor class, central lines, peripheral IV

 What are the procedures, policies, NEW
equipment, initiatives, etc. that affect your

 What are the in procedures, CHANGES
policies, equipment, initiative, etc. that affect
your department?

 What are the aspects of this job? HIGH RISK
(can cause harm, death or legal action)

 What are the aspects of this PROBLEMATIC
job? (QI data, incident reports, patient
surveys, staff surveys)

of this job (department specific certifications,
verifications, etc)

 Case Studies
 Discussion/Reflection groups
 Evidence of Daily Work
 Exemplars
 Mock events/Surveys
 Peer Review
 Presentations
 Quality improvement monitors
 Return Demonstrations
 Tests/Exams
 Self-Assessment

“If competency assessment is meaningful, it will be perceived as a tool that helps to ensure efficient, effective care, and will make the
environment in which it exists more functional.”
Wright, D. (2005). The ultimate guide to competency assessment in health care (3
ed.). Minneapolis: Creative Health Care Management.

“As collaborative consultants, we support
clinical excellence to promote quality
patient care outcomes. We provide
value-added, evidence-based, innovative,
and career-long learning to empower a
diverse ambulatory staff.”