PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 2495308

A competency-based orientation program for the clinical nurse specialist.

K DiMauro·L B Mack
View original source ↗Export metadata ↓

Abstract

A factor affecting role development of the clinical nurse specialist (CNS) is the orientation process. Unless nursing service provides the structure for enhancing role development, frustration, nonacceptance, and even early termination of a qualified clinical nurse specialist may result. An orientation program provides the mechanism to guide the CNS through the introduction phase of the CNS role in the institution. Without such a program, the CNS may not acquire the fundamental understanding of the nursing department's service and educational philosophy.

Explore related subjects

Competency-Based EducationCurriculumEducation, Nursing, ContinuingHumansInservice TrainingModels, TheoreticalNurse CliniciansNursing Staff, HospitalJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

K DiMauro, L B Mack. A competency-based orientation program for the clinical nurse specialist.. https://doi.org/10.3928/0022-0124-19890301-08

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2007

Development and implementation of new educational concepts in a dental curriculum.

The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved.

Competency-Based Education↗
PubMed2006

A hierarchy of effective teaching and learning to acquire competence in evidenced-based medicine.

BACKGROUND: A variety of methods exists for teaching and learning evidence-based medicine (EBM). However, there is much debate about the effectiveness of various EBM teaching and learning activities, resulting in a lack of consensus as to what methods constitute the best educational practice. There is a need for a clear hierarchy of educational activities to effectively impart and acquire competence in EBM skills. This paper develops such a hierarchy based on current empirical and theoretical evidence. DISCUSSION: EBM requires that health care decisions be based on the best available valid and relevant evidence. To achieve this, teachers delivering EBM curricula need to inculcate amongst learners the skills to gain, assess, apply, integrate and communicate new knowledge in clinical decision-making. Empirical and theoretical evidence suggests that there is a hierarchy of teaching and learning activities in terms of their educational effectiveness: Level 1, interactive and clinically integrated activities; Level 2(a), interactive but classroom based activities; Level 2(b), didactic but clinically integrated activities; and Level 3, didactic, classroom or standalone teaching. SUMMARY: All health care professionals need to understand and implement the principles of EBM to improve care of their patients. Interactive and clinically integrated teaching and learning activities provide the basis for the best educational practice in this field.

Competency-Based Education↗