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

Staff Driven Competency Workshop

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


Staff Driven Competency Workshop


A Journey With St. Elsewhere


Itinerary
• Learn to use the worksheets to determine
competencies for your department

• Get your questions answered

• Prepare you to lead brainstorming and
competency discussions in your department

History
How many of
you have been
asked to
complete a
competency for
something that
you rarely ever
do or wouldn’t
do in your job?
How many of
you have
been asked
to complete a
competency
for
something
you ALWAYS
do?

History
And how many of you feel like this guy? You keep trying to take steps
forward but don’t get anywhere. That is why we are here today!

Past vs Future
UW Health is implementing an evidence based
competency model! The creator, Donna Wright,
has demonstrated that the model where we
treat every department the same and paint all
of the competency requirements on every
department will always only get us mediocre
results.

Past vs Future
Instead Donna Wright’s model will show
the value of engaging each department’s
staff and leaders to improve their own skills
is the key to raising the bar for good.

Reminders
• Ownership
• Collaboration between staff and
leadership
• Intended to engage staff who help
determine their needs and avoid top
down direction
• Empowerment
• Employee-centered validation
• Make employees feel they are a part of
the process
• Accountability
• Employees = verify identified
competencies
• Leadership = create environment to
support competency

Competency Model Process
Three Worksheets:

Step 1—Brainstorming and Competency determination
Step 2 – Refining Chosen Competency
Step 3 – List of Competencies and Validation Choices

Process:
1. Step 1 and Step 2 worksheets completed by Council/Leadership/Staff and turned in to Nursing Education
2. Nursing Education will review all competencies, look for duplication and opportunities to work together
3. Nursing Educators will partner with department leadership to create validation methods for each
competency
4. Step 3 worksheets will be given to all employees
5. Employees will complete Step 3 worksheet and bring to their 2019 performance evaluation.


Divided into
sections to
help prioritize
choices
Some things
might actually fit
into two
buckets. Make
sure to put them
in all applicable
sections as this
will help later
on.

Make sure to get input from
peers
• Hang a blank Step 1
worksheet in the
breakroom
• Send an email
• Pass around a piece of
paper

You will use peer input
along with department data
to determine competencies

*Regulatory requirements
such as restraints, glucose,
etc. are not included in this
process

Prioritize Brainstorming Using Instructions
1. CIRCLE or HIGHLIGHT ideas that show up in more than
one category
2. PRIORITIZE circled items:
a. Does it have a large impact on patient outcomes
i. Example: Learning a new printer vs. hand washing compliance-
(hand washing has a greater impact on patient outcomes)
b. Is it time sensitive?
i. Example: Defibrillator vs. insulin pump- (the insulin pump
functionality allows you the time to review resources prior to use)
3. REVIEW the rest of the ideas
a. Are any of the remaining circled items high priority for your
unit/dept.? If so, circle the idea(s) and add to the step 2 worksheet
4. COMPLETE a step 2 worksheet for each circled item

Here is an example:
• Two things showed up in
two different categories –
emergency response and
anticoagulation
• If you have to pick just
one competency, use the
prioritization guidelines
on the back of Step 1 to
decide
• Emergency response and
anticoagulation are high
risk and problematic
• Emergency response is
also time-sensitive – you
have to act quickly
without time to review
guidelines, policies, etc.
• Chose Emergency
Response

Review the data sheets in your
practice packet.

Brainstorm as if you are a nurse
working at St Elsewhere
Healthcare Organization.

Complete Step 1 Brainstorming
worksheet
Take The Wheel

Step 2: Competency Worksheet
Complete one
Step 2 worksheet
for EACH
competency

Step 2: Competency Worksheet Details
- Name of competency: Title to explain the focus of the
competency.
- Reasons for identifying the competency: Why was this chosen?
List data or explanation for choosing this particular competency.
Has it caused negative outcomes for patients? Have staff
identified is as a problem? Explain why this competency was
picked over others.
- Roles that need to complete competency: Identify target
audience.
- Unit/Department: Identify area the competency will affect

Step 2: Competency Worksheet Details
- Targeted Patient Population: List specific patient populations the
competency applies to.
- What do staff need to demonstrate: How will you determine someone is
competent? What needs to be included or addressed in the validation
methods?
- Outcomes: Determine how you will evaluate the competency. This is
important because outcomes show how effective the competencies were.
May use data that led to choosing the competency or may need to collect
staff satisfaction or self-assessment data.
- One of the chosen competencies should be measurable in some way
so that you can determine if completion of that competency was
successful or not.

Here is an example of
the Step 2 Worksheet
for Emergency
Response that was
chosen from the
previous Step 1
brainstorming
worksheet.

Complete the Step 2 worksheet
in your practice packet for ONE
of your chosen competencies
from your Step 1 brainstorm
worksheet.

STOP after the Outcomes
question
Take The Wheel


*Will be completed by Educators and CNSs with staff direction.

Validation Methods
Post-Test Exemplars
Presentation
Quality
Improvement
Monitors
Mock Event
Observation
of Daily Work
Case Studies
Return
Demonstration

*Should provide a few different options for each competency to meet
the needs of all staff.
Validation Methods
Post Test: Asking questions like multiple
choice or true/false but can also be a
worksheet or a crossword puzzle.

Exemplars: Provide an opportunity to tell a
story about a situation in which you used
the skill identified in the competency.

Presentation: Presenting information -
can be verbal or in written form such as a
poster or flyer.
Quality Improvement Monitors: Things
such as audits and tracers that give
information about the environment,
documentation, patient outcomes, etc. to
help evaluate practice.

Return Demonstration: Planned activity to
demonstrate a skill to someone using a
standard guideline. This can happen in real-
life or as a simulation.

*Should provide a few different options for each competency to meet
the needs of all staff.
Validation Methods
Mock Event: Simulation of real-world situations. These can be especially helpful for
high-risk, time dependant things such as mock code.

Case Study: You are given a scenario or situation and have to describe your response or
choices around that situation.

Observation of daily work: Having someone else assess things you demonstrate on a
daily basis using a standard guideline. You could submit three MR numbers to show
accurate documentation or demonstrate setting up a piece of equipment three times.

Validation methods focus on
technical skills:

Return demonstration using
simulation equipment – CPR
mannequin, defibrillator pads, Zoll
defibrillator with training module
and backboard.

OR

Mock Event using simulation
equipment to mirror real-world
experiences.
Validation Methods

Step 3: Competency Completion Form
Important points:
• NES/Educator creates the
form once competencies
and validation methods
chosen
• Step 3 form distributed to
staff
• Staff responsible for
completing the form
• Staff to bring form to
performance evaluation

Staff
• Work with manager and CNS to identify
competency needs
• Work with NES and CNS to choose validation
methods for each competency
• Be accountable for practice by validating
competencies
Manager
• Collect and bring available data to and
participate in the brainstorming meetings
• Work with staff to identify competency needs
• Clearly define expectations and
consequences for competency assessment
• Promptly and effectively address competency
deficits
CNS (If you have one)
• Work with staff to identify competency needs
• Assist with determining validation methods
• Develop validation methods with NES
NES/Educator
• Attend brainstorming sessions
• Assist with determining validation methods
• Develop validation methods for each
competency
• Support completion of competencies

Competency Assessment Responsibilities

• Reference packet:
• Staff Driven Competency Timeline
• Step 1 and Step 2 Worksheets
• Example Worksheets
• Staff Driven Competency Webpage on UConnect
• Links on Ambulatory Education and Education and Development for
Nursing and Patient Care Services pages
• NES/Educators
Resources

Jan/Feb
2018
July 1st
2018
March
2018
April-June
2018
NES/Educators
complete and finalize
validation tools
• Finalize Step 1 and
Step 2 Worksheets
• Submit Worksheets
to NES/Educator by
March 30th
Go-Live – All staff start
completing competencies
• Unit/department
brainstorming
• Complete Step 1 and
Step 2 Worksheets
April 1, 2019
Competencies
Due
Timeline to Go-Live and Completion

This is a journey and there are many paths to take to lead
us to success……




Don’t let PERFECT get in the
way of BETTER.






Remember