Nurse competency assessment Sample Clauses

Nurse competency assessment. ‌ The nurse trainer, who was XXXX trained, assessed post-training adherence and compe- tency of all nurses in the intervention group using the MITI and XXXXX rating scales. One tape recording of a treatment consultation was submitted by each nurse soon after the end of training and then rated on each of the two scales. Nurses were rated as not MI adherent if MITI MI-Adherence was lower than 90% (the “Beginning proficiency” threshold, see Table 3.1) and MITI Empathy was lower than 3 (which is defined as representing modest success of clinician trying to understand the patient’s perspective (Xxxxxx et al., 2010)). These subscales were chosen because MI-Adherence and Empathy have been shown to be predictive of treatment success (Apodaca and Xxxxxxxxxx, 2009; Xxxxxx and Xxxxxx, 2013). The “Beginning proficiency” and “Competency” thresholds in the MITI manual (Table 3.1) were considered post hoc too high in the context of D6, where consultations included clinical communications that would not be part of a standard MI consultation (for example a physical examination, prescribing, and checking adherence). Any nurses rated as not MI adherent were given extra training and then reassessed. Nurses who were judged to be adherent but who did not meet the higher MITI threshold levels were expected to continue to improve with extra supervision.
Sample 1
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Related to Nurse competency assessment

  • Cultural Competency 1. All program staff shall receive at least one (1) in-service training per year on some aspect of providing culturally and linguistically appropriate services. At least once per year and upon request, Contractor shall provide County with a schedule of in-service training(s) and a list of participants at each such training.

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  • Cultural Competence A. The CONTRACTOR shall participate in the State's efforts to promote the delivery of services in a culturally competent manner to all beneficiaries, including those with limited English proficiency and diverse cultural and ethnic backgrounds, disabilities, and regardless of gender, sexual orientation or gender identity. (42 C.F.R. § 438.206(c)(2).)

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  • Comprehensive Assessment an initial and ongoing part of the member-centered planning process employed by the interdisciplinary team (IDT) to identify the member’s outcomes and the services and supports needed to help support those outcomes. It includes an ongoing process of using the knowledge and expertise of the member and caregivers to collect information about:

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