NCA Residency Session 6 Feb 8 2017
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NCA Residency Session 6 Feb 8 2017
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NCA Residency Session 6 Feb 8 2017
- 1. AGENDA- Learning Collaborative Session 6 February 8, 3:00-4:30pm (EST) Health Center Highlights- 1min each What is your #1 priority this month and/or what is your #1 accomplishment since we last met? Interview and Selection Process - Pre/Post Interview: Selection Committee Responsibilities, Coordinating Schedules, Ranking (Scoring Grid) - Training Interviewers Curriculum Organizing your curriculum into a schedule Action Period Items Progress Checklist Outline for Interview Process Next Session: March 8th Evaluation of the Learner
- 2. Health Center Highlights- 1min each What is your #1 priority this month and/or what is your #1 accomplishment since we last met?
- 3. Interviewing and Selection Process • Recruitment efforts: residency advertisement, residency application and website content • Update website to include the interview process for candidates. Include: • Link to the online application • Application deadline • Application requirements • Number of slots available • Salary and benefits, employment commitment post residency? • Interview dates scheduled
- 4. Interviewing and Selection Process • Create a Selection committee- who should be on the committee? What are the responsibilities of the selection committee? • Review application material, rank applicants for invitations to interview, conduct interviews, rank for offers Logistics: How many applicants will you invite to interview? How many interview days will you provide? Reserve rooms for interviews Confirm video conferencing capabilities Select interviewers, Block schedules (clinical and nonclinical) Develop interviewer, interviewee and master schedules. Communication with interviewees (travel plans, interview agenda)
- 5. Interviewing and Selection Process Interview day: Organizational presentation Residency presentation Site tour Prepare informational packets Interview agenda Names badges Photographs Refreshments • Interviewing tools (Candidate tracking sheet, scoring grid, interview schedules) • Sample NP resident contract
- 6. Interviewing and Selection Tools • Candidate application tracking sheet • Application Scoring Grid- ranking for invites • Scheduling Grid • Master interview Schedule • Interviewer Schedule • Interviewee schedule • Candidate feedback form for Interviewers • Criteria Sheet and ranking for offers
- 7. Candidate application tracking sheet Application Scoring Grid
- 10. Final ranking for offers NEXT STEPS: How and when to communicate offers? Develop NP residency contract Track incoming resident credentialing, licensure certification status
- 11. Behavioral Interviewing: Successful Trainee Selection
- 12. Overview and Learning Objectives • Understand the characteristics of behavioral interviewing • Learn the benefits of structured, behavioral interviews • Know the strengths and weaknesses of behavioral interviewing • Learn the characteristics of a STAR interview • Learn how to create a structured interview, including writing interview question • Understand how to evaluate a candidate’s responses using SAR approach
- 13. Why do we have interviews? Past behavior is best indicator of future behavior. What is the purpose of interviewing candidates for a training program? Find candidates who seem like a good fit for the program and for the organization. Is conducting an interview for training program different from conducting a “regular” job interview? The goal is to identify candidates with “growth” potential. Interviewing to Select Trainees
- 14. Structured interview with predetermined questions Assumption: past behavior is best indicator of future behavior Job of interviewer: surface behavioral patterns so you can determine is the candidate is a good fit Ask a candidate to describe, specific details with concrete examples from their life, how they’ve demonstrated the specific knowledge, attitudes, skills required What Is Behavioral Interviewing? Behavioral Successful: Traditional Successful: 55% 10%
- 15. Situation: Open with a brief description / context of the “Situation” -- instruct candidate to give who, what, where, when how Task: Specific challenges/constraints Action: Specific actions – to score the interview identify desirable traits Result: What did the person accomplish? Resources: https://www.youtube.com/watch?v=jXLD_nsloSU http://smallbusinessbc.ca/article/how-conduct-effective-behavioral- interviews/ STAR Interview
- 16. 1. Identify the skills and experiences required for success 2. Use that list to develop the questions 3. Use SAR approach to carefully evaluate answers, looking for concrete details and a disciplined, professional approach • What was the Situation the candidate faced? • What Actions did the candidate take? • What Result came about because of the candidate’s actions? 3 Steps to Create and Conduct an Effective Behavioral Interview
- 17. Designing Behavioral Interview Questions • Address unique characteristics of your program – Reflect mission / mission • Anchor questions in job description • Desirable characteristics of trainee • Describe ‘perfect candidate’ • Identify specific qualities of perfect candidate • Create open-ended questions • Role play
- 18. • Communication • Team oriented • Problem solving • Initiative/leadership • Interpersonal skills • Working in challenging circumstances/ under stress/pressure Common Behavior-Based Question Categories:
- 19. Describe a situation… Tell me about a time…Tell me about a situation… (not “woulda, shoulda, coulda”) “Describe … • a project or idea (not necessarily your own) that was implemented primarily because of your efforts • an example of how you managed conflicting demands on your time • how you handle pressure / stress” Sample Questions:
- 20. Describe a situation… Tell me about a time…Tell me about a situation… How DID you handle it (not “woulda, shoulda, coulda”) “Tell me about • a time when you motivated others • a time when you had to give someone bad news • a time when you missed an obvious symptom, diagnosis or treatment • your proudest accomplishment” Sample Questions:
- 21. Original: Tell me about a time when you adapted to a difficult situation and how you did it. Better: Tell me about a time when you faced a difficult situation? Original: Tell me about a time when you had to successfully balance competing priorities Better: Tell me about a time when you faced competing priorities? Original: Tell me about a time when you were bored on the job and what you did to make the job more interesting. Better: Tell me about a time when you were bored on the job? Original: Tell me about a time when you successfully persuaded someone to see things your way. Better: Tell me about a time when people didn’t see things your way? Open-Ended or Non-Directive Questions:
- 22. Q Categories Communication Team oriented Problem solving Initiative/leadership Interpersonal skill Working in challenging circumstances/ under stress/pressure Relating Question Categories to Desired Trainee KSA’s KSA’s Patient Care – compassionate and effective care: screening, DX assess, procedures etc. Knowledge for Practice – investigatory and analytic approach, bio-psycho-social scientific principles, epidemiology, etc. Practice-Based Learning – self assessment, professional development Interpersonal and Communication Skills – with colleagues, patients, other professionals, medical records, difficult conversations, etc.
- 23. Q Categories Communication Team oriented Problem solving Initiative/leadership Interpersonal skill Working in challenging circumstances/ under stress/pressure Relating Question Categories to Desired Trainee KSA’s KSA’s Professionalism – compassion, integrity, respect, respond to patients needs, etc. System-based Practice – work effectively in various healthcare delivery systems, coordinate patient care within the system, etc. Inter-Professional Collaboration – work with other health care professionals, understand different roles, etc. Personal and Professional Development – Healthy coping strategies, managing conflict between personal and professional, etc.
- 24. Anchors for Interviewing Excellence Structured, Anchored in Mission Behavior-Based Approach Open-Ended Q Deep Listening
- 25. Contact info: Candice S. Rettie, PhD Executive Director Candice.rettie@nppostgradtraining.com Office: 202-780-9651 Twitter: @nppostgrad www.nppostgradtraining.com
- 26. Questions/Wrap-Up Action Items: Progress Checklist (make sure both tabs are complete) Outline for Interview Process Complete the Didactic Planning Exercise Bi-Weekly Mentor Calls Use the discussion board!
Notas do Editor
- Hello – I am so pleased to join you today. I want to thank Quyen for inviting me here to discuss accreditation and its relevance for postgraduate training programs. A quick aside, the picture at the bottom of the slide is a recent graduating class from the NNPRFTC’s NP residency program. Next slide please.
- HX of Residency movement: The history of the Consortium begins in the early 2000’s with the recognition that newly minted NPs entering the workforce, especially the safety net settings, for the first time faced an overwhelming task of providing quality care in a face paced environment for patients with highly complex care requirements. The first NP postgraduate residency was established in 2007. From 2007 to 2016 40 FQHC’s; by 2017, 65 FQHC’s with residencies. In addition, the VA has 7 CoE, first-2011- in West Haven in 2011; 2012 San Francisco, Seattle, Boise, Cleveland 2016: greater LA and Houston ; VANAP: 4 =11 FQHC’s (65) and VA (11) and Large medical centers (NMMC and Baptist Health =2): Total at least 79 programs operating in 2017 HX of accreditation: By 2010 there were 4 FQHC NP postgraduate residencies. They came together as an informal consortium and were joined by others as more programs became established. 2013 They identified accreditation as a goal early on, with the goal of being recognized by the USDE. For three years they tried to get existing accrediting agencies to create a process for NP postgraduate training programs. None would, so they concluded that they needed to do it. 2013-15 -- 2 years of work by 10 experts in the field, including Quyen and Margaret Flinter, resulted in the Accreditation Standards. Written by PN Program Directors for NP Program Directors. The Self Study Guide was written. As a result of feedback from programs currently going through the review process, we are revising the Self Study Guide – primarily eliminating typos, providing some additional templates for data reporting, and clarifying a couple of confusing passages. In 2015, the CHC, Inc incorporated the Consortium as a nonprofit, 501 c-3, with the purpose of advancing the postgrad NP residency and fellowship training movement, including providing programmatic accreditation. Dec 2015: Website launched Jan 2017: Accreditation action for first 2 programs; 2 more in pipeline; 7 more committed to apply by July 2017 We are working with the USDoE. They have been very supportive. The growth of the field has been amazing – it attests to the need for practitioners who want to focus on primary care -- And the need is there – 33 million or so people who are under insured in the US. Next slide please.
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- Now it is time to focus on the Consortium Standards: The NNPRFTC has developed 8 standards, with 68 elements. We use these standards to determine a program’s initial and continued accreditation status. They define the responsibilities of a program with regard to maintaining its adherence to the standards. The NNPRFTC standards were developed and are maintained through a formal review process and recognize the evolution of NP practice and training. The standards are applicable to all postgraduate NP training programs unless specifically noted as an exception. In addition to being the foundation for accreditation, the standards provide programs with guidance on the requirements, structure, and content of the program, simultaneously allowing for programs to use innovation and creativity in their design to meet the goals and defined competencies. Think of accreditation as part of the DNA of your program. In a very concrete way, accreditation can drive program development – Programs are always works in progress. The accreditation standards are unchanging, and the standards define the components of every program. However, while every program has the same core components of mission, curriculum, evaluation, etc, each one is unique. There is a saying in instructional design: Design backwards, Implement forwards. So design ‘backwards’ from your mission – the mission is your starting and ending point. Use the standards to structure the components. Then think about what your ‘final product’ – your trainee ‘’ will look like. How will they function – what will they do . How will they represent your field? Then design evaluation measures that address the endpoint. Then create curriculum that address the endpoint. Make sure that the curriculum and evaluations are integrated and create feedback loops. Use that information in communicating with your audiences. Next slide please.
- Next slide please.
- So what is accreditation? I want to quickly differentiate between certification and accreditation. Certification refers to an individual’s qualifications or credentials. Accreditation refers to the determination of quality of a program or an institution. So, certification is individual and accreditation is institutional or programmatic. The Consortium offers programmatic accreditation – we focus on postgraduate NP training programs. Definitions of Accreditation: AAAHC: Accreditation Association for Ambulatory Health Care: “Accreditation is an external, independent review of a health care delivery organization against nationally-accepted standards and its own policies, procedures, processes and outcomes.” The US Secretary of Education determines that recognized accrediting organizations are reliable authorities as to the quality of … training provided by the institutions or programs they accredit. USDE recognition is important for training programs that require federally recognized accreditation, such as the US Dept of Veterans Affairs. The Consortium has set up its policies and procedures so that we can pursue USDoE recognition as soon as possible. First we have to have completed several accreditation reviews over the course of at least 18 months- 2 yr. Quickly, let’s run through what some of the USDoE requirements are , since they provided the basis for the development of our Standards. We need to focus on trainee achievement and success – USDoE wants to see job placement rates of graduates Curriculum Faculty Facilities Fiscal and administrative capability Trainees support services Recruitment and admissions practices; curriculum calendar; catalogs, publications, marketing USDoE requires an on-site review Consistency n decision-making Interim review of the program, at a minimum an annual headcount of trainees. Through accreditation, organizations are able to further develop their programs by systematic self evaluation; identification of strengths and weaknesses; on-going critical development and refinement of the curriculum; and program enhancements that reflect the realities of challenging and changing practice environments. Next slide please.
- Now it is time to focus on the Consortium Standards: The NNPRFTC has developed 8 standards, with 68 elements. We use these standards to determine a program’s initial and continued accreditation status. They define the responsibilities of a program with regard to maintaining its adherence to the standards. The NNPRFTC standards were developed and are maintained through a formal review process and recognize the evolution of NP practice and training. The standards are applicable to all postgraduate NP training programs unless specifically noted as an exception. In addition to being the foundation for accreditation, the standards provide programs with guidance on the requirements, structure, and content of the program, simultaneously allowing for programs to use innovation and creativity in their design to meet the goals and defined competencies. Think of accreditation as part of the DNA of your program. In a very concrete way, accreditation can drive program development – Programs are always works in progress. The accreditation standards are unchanging, and the standards define the components of every program. However, while every program has the same core components of mission, curriculum, evaluation, etc, each one is unique. There is a saying in instructional design: Design backwards, Implement forwards. So design ‘backwards’ from your mission – the mission is your starting and ending point. Use the standards to structure the components. Then think about what your ‘final product’ – your trainee ‘’ will look like. How will they function – what will they do . How will they represent your field? Then design evaluation measures that address the endpoint. Then create curriculum that address the endpoint. Make sure that the curriculum and evaluations are integrated and create feedback loops. Use that information in communicating with your audiences. Next slide please.
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- Finally, organizations that provide and support education, training, and professional advancement at every level benefit. Recruiting the best and the brightest becomes easier. Doors to funding open -- attracting and retaining competitive and noncompetitive awards becomes easier when there is a body of peer-reviewed, reliable and meaningful information supporting the wisdom of awarding monies to implement the mission, vision and objectives of the training organization. For the governing organizations such as [ universities and hospitals, ] it provides a reliable basis for inter- and intra-institutional cooperative practices, including admissions and transfer of credit. For the faculty and administrators, it promotes ongoing self-evaluation and continuous improvement and provides an effective system for accountability. For the school or program, accreditation enhances its national reputation and represents peer recognition.” Accreditation fosters a community of like-minded professionals and interested parties who are dedicated to excellence in NP practice and training. Community creates a forum for sharing best practices, for working together to identify and address challenges. Life long learning and professional growth become implicit and explicit. In a supportive peer environment, innovation and creativity flourish. Read through slide. Next slide please.
- Consortium created accreditation to provide a platform to advance the NP postgraduate training community -- interprofessional approach for NPs, health care colleagues, other organizations, and members of the public. Our accreditation process incorporates characteristics of interprofessional practice (team-based, patient-centered, integrated care that uses quality assurance and population health techniques) are woven into each Standard. It occurs in a collegial, peer-review atmosphere of mutual trust, mutual respect, and collaboration in the pursuit of professional development, clinical and educational excellence, programmatic rigor, quality, and innovation. In summary the Consortium’s accreditation provides: Systematic , programmatic quality assurance (QI) Formative and summative evaluation National recognition of excellence based on recognized standards created by NP peers, for NP peers. And in the future – the possible eligibility for federal training funds Thank you for your time. The slide deck will be available on the NCA website. Feel free to contact me and do check out our website. If you have any questions or comments, use your chat box to submit them. If we are unable to respond to all the submissions during this webinar, I’ll follow up personally. Thanks again. Let me turn it back to the good folks at CHC.