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Biomedical subjects

S B Gelmon

Publications and source records attributed to S B Gelmon.

At least 19 recordsLinked to original sources
PubMed1999

Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation.

Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.

Accreditation↗
PubMed1997

Accreditation, core curriculum and allied health education: barriers and opportunities.

There is considerable discussion today about the future directions of accreditation of allied health education. A number of discussions and public debates have taken place in recent years which consider and speculate on appropriate directions, how these might be achieved, and what the ramifications will be for allied health education. Current attention to core curriculum in allied health has implications for accreditation of such curricula. This paper reviews the definition and purpose of accreditation, addresses the current accreditation system in allied health, summarizes multiple perspectives in the current debate over the future of allied health accreditation, and examines how accreditation might help or hinder development of core curricula. A set of accreditation standards for evaluating a core curriculum in allied health is proposed.

Accreditation↗
PubMed1996

Can educational accreditation drive interdisciplinary learning in the health professions?

BACKGROUND: Accreditation in higher education serves as a means of assuring the public of academic program quality and of promoting continuing review and self-improvement by educational units. Educational program accreditation is a means of seeking continuous improvement in the academic activities of programs and institutions. Discussions of interdisciplinary education raise questions about the responsiveness of accreditation to such approaches. ACCREDITATION AS A STIMULUS FOR CONTINUOUS IMPROVEMENT: Some health professions accrediting agencies have followed the lead of industry and have adapted their approach and philosophy of evaluation to a continuous improvement philosophy, while others continue to perpetuate an "inspection" mentality. The perpetuation of such an approach limits the value of the accreditation process. Accrediting agencies need to focus attention instead on stimulating professional preparation to develop in students the knowledge, skills, and competencies needed for health professions practice. Since such practice frequently occurs in team or interdisciplinary settings, the accreditation evaluation can support practice by incorporating an interdisciplinary perspective. THE CHALLENGES OF INTERDISCIPLINARY EDUCATION FOR ACCREDITATION: As models of interdisciplinary education are developed in the health professions, accreditation will be challenged to evolve in its effectiveness to evaluate interdisciplinary learning experiences. The accrediting community will need to recognize the barriers posed by interdisciplinary learning, as well as the special skills and situations needed to offer effective interdisciplinary experiences. Without this perspective the usefulness of accreditation will be diminished. A CHARGE FOR THE FUTURE: Standards and procedures for accreditation will need to be revised to address the unique characteristics of interdisciplinary education. A set of mock accreditation standards to guide the evaluation of interdisciplinary health professions education learning experiences is proposed. Finally, questions are posed about the role of accreditation in the context of interdisciplinary health professions education.

Accreditation↗
PubMed1990

The nature and extent of hospital competition in a government-funded health system.

A national study of Canadian hospitals assessed the perceived level and types of competition and the strategies pursued by these hospitals. Questionnaire data were obtained from chief executive officers in 715 hospitals, yielding a national response rate of 68%. Respondents indicated the perceived level of competition in the environment, the content of competition, and stated hospital strategies. Additional data were obtained on market share and hospital type. Close to half of the respondents indicated little or no competition in their environment, while 30% indicated substantial levels of competition. This represents a significant deviation from conventional wisdom about the Canadian health services environment. Respondents in hospitals with more than 75% of the market share were less likely to perceive competition than those with a smaller market share. CEOs in teaching hospitals and in hospitals located in larger communities reported higher levels of competition. Hospitals competed mostly for capital, programs, and staff; about a third of hospitals competed for patients and no differences were found by type of institution. Those hospitals in more competitive environments were more likely to indicate the use of diversification and horizontal integration as organizational strategies.

Canada↗
PubMed1989

The effectiveness of a prenatal education programme for the prevention of congenital toxoplasmosis.

A 10 min education programme was developed which, if effective in changing the behaviour of pregnant women, would eliminate or greatly reduce the risk of congenital toxoplasmosis. It was taught in 26 randomly selected (case) prenatal classes offered to women early in their pregnancy. The remaining 26 (control) classes received routine class material which did not mention toxoplasmosis. A questionnaire was administered to all women prior to this early class (pre-test) and again after the last prenatal class, held just prior to delivery (post-test). Changes in pet, food and personal hygiene behaviour between the pre- and post-test were determined and a score calculated by adding points for change towards those behaviours recommended in the programme and subtracting points for change in the opposite direction. Cat owners in case classes had a significantly higher score in pet hygiene behaviour than those in control classes (P less than 0.05). No significant difference was found between the food or personal hygiene scores of women in case and control classes, possibly because of low power. However, although behaviours did not differ on the pre-test, women in case classes had significantly better cooking methods for roast beef and hamburger on the post-test (P less than 0.05 and P less than 0.01 respectively). It is concluded that this programme is effective and should be offered to all women in order to reduce congenital toxoplasmosis incidence.

Analysis of Variance↗
PubMedDate not supplied

Educating healthcare leaders for the 21st century: evolution not revolution.

In April of 1988, the Accrediting Commission on Education for Health Services Administration began reviewing its criteria, policies, and procedures for accreditation. The goal was to update the criteria and revise the policies and procedures to reflect advances in knowledge and practice and to ensure that accreditation judgments are objective and consistent. Since input from those most affected by the new criteria--faculty and practitioners--is essential, the commission sought assistance from the field. Through this collaboration, it is ACEHSA's intention to continue to encourage the dynamic collaboration of the field of education and the field of practice in health services administration that's characteristic of ACEHSA's 20-year history.

Accreditation↗