/depts/,/depts/uwhealth/,/depts/uwhealth/ambulatory-education/,/depts/uwhealth/ambulatory-education/staff-driven-competency-model/,/depts/uwhealth/ambulatory-education/staff-driven-competency-model/resources/,

/depts/uwhealth/ambulatory-education/staff-driven-competency-model/resources/INPATIENT-FLIER-Staff-Driven-Competency-Model.pdf

20180110

page

100

UWHC,UWMF,

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

Inpatient Flier

Inpatient 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, NA, Tech, etc)
 Specific to area/department (What may be a need in one
area is not a need in another)
 CBT
 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


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

How?
• -work with managers & staff throughout the process CNS/NES
• -assist with scheduling staff time; provide outcome Nurse Manager
data 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
initiatives)
 New employee orientation
 Safety Infection Control trainings, Restraints, Telemetry
testing, Point of Care training (Blood Glucose)
 Class offerings: preceptor class, central lines, peripheral IV


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

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

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

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

 What are the REGULATORY REQUIREMENTS
of this job (department specific certifications,
verifications, etc)

 Case studies
 Exemplars
 Mock event/survey
 Observation of daily work
 Post-test
 Presentation
 Quality improvement monitors
 Return Demonstration



“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
rd
ed.). Minneapolis: Creative Health Care Management.

The Department of Nursing and Patient Care
Services is committed to advancing
professional development of staff by
supporting lifelong learning. We support
clinical excellence through evidence-based
education and ongoing mentoring
opportunities