Table of contents for Competencies for staff educators : tools to evaluate and enhance nursing professional development / Barbara A. Brunt.


Bibliographic record and links to related information available from the Library of Congress catalog
Note: Electronic data is machine generated. May be incomplete or contain other coding.


Counter
Section I: Competency assessment and validation  .................. ....................................1
Chapter 1: Overview of the competency movement ..................................................3....
Key  concepts  ............................................................ ............3
Why is competence important? ............................................................ .4
W hat is competence in  nursing? ........................................................ 5
The role of nursing professional development educators ......... ...........................5
Competency-based education  ............................................................. 6
Evidence-based practice ...................... .......................................... 8
Competencies for nursing professional development educators ..................................10
Difference between NPD competencies and academic educator competencies .................. . .11
Chapter 2: Developing educator competencies ........................................    15
Performing a nursing professional development research study .................................. 15
Origins of the competencies  ......................................................... 15
Ongoing research ................................................................ 16
Validating the results  ........................................................ ..... .17
Refining the results  ................................................. ........   ..... 17
Chapter 3: Creating a framework for educator competencies .............................................19
Key concepts ..................    .......................... ....................... 19
Using ANA  standards to build a framework ................................................. 20
Standards of practice  ................................................................ 20
Standards of professional performance ................................................. 21
Measuring outcomes ..................................... ........................... ý23
Choosing a model ...................................................................24
Benner's novice-to-expert theory ............................... .......................24
Ordering the competencies to reflect the novice-to-expert continuum ........................... 25
Final list of competencies by category .......... ................................... ...... 27
What educators are able to do: "Doing the right thing" . .................................. ..27
How educators approach practice: "Doing the thing right" ....................................28
Development of individual attributes: "Right person doing it" ..................................29
Chapter 4: Methods to validate competencies  ................. ......................................31
How do you measure competence? ...................................................... .31
Competency checklists  ................................................................ 33
Other tools to validate competence .....................................  ....... ........34
Post-tests  ...........................................................................34
Case studies ................................... ................................. 34
Simulated events ................................... .............................35
Observations of daily work ................... ...................................... 35
Differentiating competencies and performance .............................................35
Differentiating levels of competence .......................................................36
Section II: Applications of the competencies to practice  ................. ...............................39
Chapter 5: Self-assessment  ................. ................................................ 41
Using the checklist as a self-assessment tool  ................................................ 41
What should be assessed? ................... ........................................ 42
Be honest with  yourself ................................................................ 42
Chapter 6: Criterion-based position descriptions  ................. ....................................45
Developing position descriptions ......................................................  45
Before writing a position description ...................................................46
Chapter 7: Orientations for new  educators  .......................................................... 63
Using the checklist to create an orientation ................................................ 63
Chapter 8: Performance appraisals and professional development plans .....................................73
Types of performance appraisals  .......................................................... 73
Performance appraisals for staff educators .................. I ............................ 74
Professional development plans ........................................................... 78
Reflect on development .................................................. ....... .79
Chapter 9: Professional portfolios  ............................................................... 81
Key concepts ........................................ ..................................81
Why create a portfolio? ........ ......................................................81
Building a portfolio ................................................................ 83
Using a portfolio  ............................... ................................. 84
Helping others develop professional portfolios .................................... .......... 84
Chapter 10: Documenting cultural competence ..........................................................................87
Key concepts ....................................................................87
Cultural competence and NPD  educators ................................................... 88
Components of cultural competence  ..................................................... .89
Strategies to promote cultural competence ................................................. 90
Section III: Future trends  .............................................................. . ........93
Chapter 11: Potential applications of the competencies  ................................................95
Graduate nursing education programs ....................................................95
Scope and Standards of Nursing Professional Development .................................... 96
Resource for certification  exam  ........................................................... 96
Job function analysis  .......... ...... ...................................... ..... ......97
Development plan for new  role ........................................................... 97
ANCC Magnet Recognition ProgramŽ .................................................... 98
Need for additional research ........................................................... 98
Appendix: Nursing professional development competency tool ...........................................101
Nursing education instructional guide ..................................... ..................... 125
Continuing education exam  ............................................................ 129
Continuing education evaluation  ........................................................ 134



Library of Congress subject headings for this publication: Nursing Quality control, Nursing Standards, Education, Nursing, Competency-Based Education, Faculty, Nursing, Professional Competence, Teaching methods