Accreditation Standards Research Articles

What GPs do to meet accreditation standards – implementation activities and perceived improvements attributed to general practice accreditation

BackgroundHealthcare accreditation is a widely implemented tool used to enhance the quality of care and underpin quality control. However, research is sparse on the accreditation process in general practice. The aim of this study was to explore how team-based implementation activities preceding accreditation were associated with self-perceived improvements in emergency preparedness (preparedness for urgent disease and cardiac arrest) and handling of prescription renewals in Danish general practice.MethodsGPs (general practitioners) completed a questionnaire exploring practice-team activities conducted to implement two specific accreditation standards and the related improvements as perceived by the GPs. The following implementation activities were selected, inspired by Normalization Process Theory: Common understanding (obtaining a common understanding of the purpose of implementing changes according to the accreditation standard), key person (assigning a key person responsible for working with the standard), and easy integration (finding it easy to integrate changes into existing working procedures). Data were analysed with logistic regression, and adjusted analyses included practice type, number of GP partners, number of staff, training site for junior GPs and administrative region.ResultsThe total response rate was 74% (n = 920). Around 80% of the clinics reported having conducted team-based implementation activities. Almost half of the clinics (48%) reported perceived improvements in the emergency preparedness, and 30% reported perceived improvements in the handling of prescription renewals. Obtaining a common understanding was found to have a strong, significant association with perceived improvements in the emergency preparedness (OR = 5.07 (3.06–8.40)) and handling of prescription renewals (OR = 3.66 (2.07–6.46)). Easy integration of changes was also significantly associated with improvements in both emergency preparedness (OR = 1.88 (1.24–2.85)) and handling of prescription renewals (OR = 2.34 (1.44–3.79)), whereas assigning a key person was only significantly associated with improved emergency preparedness (OR = 1.95 (1.19–3.19)).ConclusionClinical quality initiatives that involve collaboration within a practice team are more likely to cause improvements if specific team-based implementation activities are conducted. It is particularly important to facilitate a common understanding of the purpose of the initiative. Therefore, external support for quality initiatives aiming at the practice level in general practice should facilitate such team-based activities.

The Development of Leaders: Suggested Modules for Education

The development of leaders is critical for the education of all professionals and, particularly, those in the field of occupational therapy. Current accreditation standards offer a limited perspective on leadership, and educators should consider a more holistic viewpoint to leadership development, especially as many programs are moving to the doctoral level. The adult learning theory of andragogy in conjunction with social learning theory, experiential learning theory, and leadership theories can help guide educators’ creation of integrative learning opportunities. This paper proposes a framework for leadership education that promotes building leadership capacity through leadership skill, identity, and mindset formation. Suggested evidence-based learning strategies and assessment methods complement the leadership development framework.

Developing Military Doctors: An Institutional Approach to Medical Force Readiness in Graduate Medical Education.

Military physicians are required to not only meet civilian accreditation standards upon completion of their Graduate Medical Education (GME) training programs but also be proficient in the military-unique aspects of their field, including medical care in austere environments and management of combat casualties. They must also be familiar with the administrative and leadership aspects of military medicine, which are often absent from the training curriculum. The San Antonio Uniformed Services Health Education Consortium Military Readiness Committee, by incorporating questions of military relevance into each GME program's mandatory Annual Program Evaluation, identified curricular gaps upon which military readiness training objectives and opportunities were developed. These activities included a lecture series on the sustainment of medical and military readiness, an interactive procedural skills training event, trainee involvement in operational pre-deployment exercises, and the development of an elective operational rotation in Honduras. The Military Readiness Committee provides a model for other military GME institutions to develop training goals and opportunities to strengthen the preparedness of their trainees for military service.

Accessibility and visibility of genetic testing for haemophilia across Europe: Where do we stand?

Haemophilia is characterized by bleeding complications resulting from clotting factor VIII (FVIII) or IX (FIX) deficiency. Identifying the causal pathogenic genetic variant denotes a vital aspect of haemophilia management. This study evaluated the accessibility and performances of genetic testing for haemophilia across Europe. The types of genetic analyses, techniques used, turn-around time (TAT) and costs were collected and analysed, as were data updating and quality control. Reported data were retrieved from open access resources, including international databases, Google, laboratory websites, PubMed and government organizations. Overall, 51 genetic laboratories across 15 European countries providing recently updated molecular haemophilia testing were identified. Gene sequencing for small variants of both F8 and F9 genes was provided in most surveyed laboratories. Almost two-thirds of them offer analysis for inversions using a polymerase chain reaction (PCR) method and detection of copy number variation (CNV) using multiplex ligation-dependent probe amplification (MLPA). Cost and TAT were found to vary considerably. In total, 74% of laboratories exhibited a last modified date or change history. The same percentage of laboratories was in possession of an ISO 15189 standard accreditation, whereas only few of them recently performed external quality assessment schemes (EQA) for haemophilia. Despite several initiatives to improve access to genetic testing for haemophilia, such access must still be improved. Our study similarly revealed the large heterogeneity of the variants tested, techniques employed, TAT, cost and quality among the surveyed laboratories.

Simulation-Based Education in Physical Therapist Education: Perspectives From the Strategic Initiative Panel on Simulation in Physical Therapist Education.

In the summer of 2018, The American Council of Academic Physical Therapy appointed 9 individuals versed in simulation education to form the Strategic Initiative Panel on Simulation to (1) investigate the use of simulation in physical therapist education, (2) explore the role of simulation in meeting accreditation standards and curriculum elements related to clinical education and interprofessional education, and (3) describe models and best practices for the use of simulation in physical therapist education. Over the 3years of Strategic Initiative Panel on Simulation work, the panel identified several significant gaps in simulation education and research practice. This paper clarifies the essential elements required to optimize the delivery of simulation-based education in physical therapy following best practices, frames the existing challenges to move the profession forward, and recommends specific actions needed to address the many continued questions related to the effective use of simulation-based education in physical therapist education.

Pengaruh Implementasi Standar Akreditasi, Nilai - Nilai Islam Dan Pengalaman Pasien Terhadap Loyalitas Pasien Rumah Sakit Rumah Sehat Terpadu Dompet Dhuafa

<p><em>Implementation of Accreditation Standards, Islamic Values and Patient Experience are important things that can influence patient decisions in choosing a hospital.</em><em> </em><em>The purpose of this study was to analyze the effect</em><em> </em><em>o</em><em>f</em><em> implementation of hospital accreditation standards, the effect of implementation of Islamic values, and the effect of inpatient experience on inpatient loyalty at the Rumah Sehat Terpadu Dompet Dhuafa.</em><em> Data was collected through interviews using a questionnaire and analysis of hypotheses using SPSS tools to 110 patients or families of inpatients as respondents. Data analysis uses quantitative methods, descriptive approaches and associative analysis, because there are variables that will be studied to present an overview of the relationship between these variables. The results showed that there were F test results on the variables of patient experience, implementation of accreditation standards and Islamic values simultaneously on patient loyalty. The results of the R Square test are 0.280, meaning that the variable implementation of accreditation standards, Islamic values and patient experience simultaneously affects the patient loyalty variable is 28%. The results of the T-test showed that the variables of implementation of accreditation standards and Islamic values have no effect on patient loyalty, while the patient experience variable has an effect on patient loyalty.</em><em></em></p>

Towards Sustainable Architectural Education in Egyptian Universities According to International Accreditation Standards for Facing Environmental Crises (Covid 19 Pandemic): A Case Study of the Architecture Programs at Mansoura University and Tanta University

Towards Sustainable Architectural Education in Egyptian Universities According to International Accreditation Standards for Facing Environmental Crises (Covid 19 Pandemic): A Case Study of the Architecture Programs at Mansoura University and Tanta University

Development of a Primary Palliative Nursing Care Competence Model and Assessment Tool: A Mixed-Methods Study.

The purpose of this study was to develop a new primary palliative nursing care (PPNC) competence model and assessment tool. Consensus guidelines, a national position statement, and new nursing program accreditation standards require nurses to be educated in providing PPNC. A means to assess PPNC competence for prelicensure nursing students and entry-level nurses is needed. The mixed-methods study utilized a three-phase design encompassing in-depth document analysis and expert workgroups; focus groups with palliative care educators, practitioners, and administrators; and stakeholder focus groups. Findings across all phases resulted in development of a PPNC competence model and assessment tool, each composed of nine domains and associated competency statements. There is a global imperative for nurses to provide high-quality PPNC. Both the model and assessment tool are vital to develop a nursing workforce with the skills to care for persons with serious illness and their families.

A planetary health-organ system map to integrate climate change and health content into medical curricula.

A planetary health-organ system map to integrate climate change and health content into medical curricula.

National Blood Foundation 2021 Research and Development summit: Discovery, innovation, and challenges in advancing blood and biotherapies.

National Blood Foundation 2021 Research and Development summit: Discovery, innovation, and challenges in advancing blood and biotherapies.

Periodontal staging and grading: An international dental hygiene education survey.

The 2017 World Workshop on the Classification of Periodontal and Peri-Implant Diseases and Conditions ushered in a new paradigm for assessing and classifying periodontal diseases. This has significant implications for dental hygiene (DH) education programs' curricula. The purpose of this international survey was to assess: if and how accredited DH education programs were integrating the new staging and grading system into their curricula, and program directors' perceptions of the barriers and benefits to integration and teaching it. This study was deemed exempt from IRB oversight. A total of 339 undergraduate DH program directors from the US, Canada and Australia that had similar accreditation standards were recruited for the survey. An electronic survey was developed and disseminated via QualtricsXM . Survey design included demographics and other questions to assess program directors' knowledge, understanding, integration of and barriers to implementing the new staging and grading system into their curricula. A total of 140 surveys were completed, for a response rate of 42%. Results showed that 91% of DH education programs had integrated the new staging and grading system into their curricula. DH didactic/theory courses (99%) and clinical courses (94%) were the curricular areas hosting the content. There was a statistically significant difference in the confidence of teaching the staging and grading system across institutional settings (p= 0.02). The three main benefits identified were the consideration of expected disease progression (3.25 ± 2.06), individual risk factors (3.45 ± 1.73) and personalized treatment (4.04 ± 2.20). The most frequently reported barrier was the lack of faculty support (26%). DH educators have implemented the new staging and grading system into their clinical and didactic curricula. DH educators valued the individual, patient-specific components of the new system. While educators were confident in integrating the new system, those at community and technical colleges were less confident in teaching the system.

ACCREDITATION-BASED QUALITY BUILDING RECONSTRUCTION TOWARDS EXCELLENT PTKI

The main problem and spectrum that is always faced by Indonesian Islamic Higher Education (PTKI) is the low and not optimal quality of the three missions of higher education, namely education, research, and service. Various problems related to this are increasingly visible from the fact that the system's alignment, and policies to the institutional leadership structure seem to leave quality as an agenda, and programs are not prioritized. Therefore, the aspects and functions of quality management at PTKI are important. Improvement in Quality Management in PTKI should be oriented to build a quality culture in all components and elements of the academic community The most urgent quality culture for PTKI that must be done in meeting quality standards is to strengthen the system and meet the accreditation standards that have been required to achieve maximum results. In the context of accreditation, building quality must also strengthen the position in the sector of coordination, synchronization, and supervision between the entire academic community. The most urgent quality culture for PTKI that must be done in meeting quality standards is to strengthen the system and meet the accreditation standards that have been required to achieve maximum results. The transformation of seven criteria into 9 criteria in the accreditation system has consequences and consistency in the assessment aspect that leads to the outcomes (achievements of the process and usefulness) that have been passed by PTKI with various implementations based on its quality standards/guidelines. This research uses qualitative methods that are descriptive-analytical and seeks to analyze how the supporting factors of quality culture exist PTKI. This study uses a qualitative method that is descriptive-analytical and seeks to analyze how the factors supporting the quality culture in PTKI.

Important Factors in Remote Experiential Education.

Onsite and in-person experiential education has been well established to prepare practice-ready healthcare professionals, such as pharmacists. From COVID-19, the integration of remote educational delivery has occurred. As healthcare disciplines adjust to new experiential styles and innovate traditional methods, this paper highlights key areas for remote experiential education that can influence student experiences. Factors that are of importance to continuous quality improvement are described. A survey, utilizing the cloud-based software platform Qualtrics® headquartered in the United States, was developed to evaluate whether remote rotation delivery was comparable to traditional onsite experiential education, to assist with quality improvement for virtual experiential education, and to ensure the redesigned educational model meets accreditation standards for two schools of pharmacy. Numerous factors including work, time zone, Office of Experiential Education and preceptor responsiveness, and technology, were examined. Chi-Square test, t-test for proportions and odds ratios were utilized to evaluate results. Students with technology concerns throughout a remote rotation had a more than two-fold increase in identifying the virtual experience as worse than most/all other in-person rotations (p = 0.01). Preceptor responsiveness to questions and concerns significantly impact student perceptions of educational quality (p < 0.05). The majority of students perceived remote experiential education is equal to onsite experiences. Since continuous quality improvement is required by pharmacy accreditors and many other healthcare programs offering clinical opportunities, identifying factors is of importance to make future interventions in the remote experiential education delivery. This type of experiential learning became essential with COVID-19 impacting onsite clinical placements, and information can be used across health science disciplines at large.

International Accreditation Standards and the Benefits to Hospitals Attracting Medical Tourists

There are several studies showing international hospital accreditation does have some impact on clinical standards and even bed occupancy rates. However, little is known about the impact on attracting more international medical tourists to hospitals that have received this distinction. It was expected, prior to the study, that participating in international accreditation might increase operational expenses and greater amounts of international patients would also boost patient volumes and profitability. However, this research found that the investment in accreditation led to insignificant changes (pre-accreditation versus post-accreditation) in operating profit margins (OPM), net profit margins (NPM), and the debt-to-equity (D/E) ratio. This suggests that international hospital accreditation has little impact on the financial aspects of the hospital's operations. It appears to be more of a signaling strategy than a recipe for growth. However, there may be some other tangible benefits of international accreditation (e.g., better medical/clinical outcomes).

Meeting the New Commission on Cancer Operative Standards: Where Do We Stand Now?

The 2020 Commission on Cancer accreditation standards 5.7 and 5.8 address total mesorectal excision for rectal cancer and lymph node sampling for lung cancer. The purpose of this review was to assess our institution's compliance with these operative standards, which will be required in 2022 and 2023, and provide recommendations to other military training facilities seeking to comply with these standards. A 2018-2020 single institution chart review was performed of operative and pathology reports. Identified deficits were addressed in meetings with colorectal and thoracic surgery leadership, and cases were followed to reassess compliance. A total of 12 rectal and 48 lung cancer cases met the inclusion criteria and were examined. Pre-intervention compliance for standards 5.7 and 5.8 was 58% and 35%, respectively, because of inadequate synoptic reporting and lymph node sampling. After intervention, compliance was 100%. Our institution requires changes to comply with new standards, including in areas of documentation and systematic pulmonary lymph node sampling. We provide lessons learned from our own institutional experience, including practical tips and recommendations to achieve compliance. All military training facilities performing lung and rectal oncologic resections should conduct an internal review of applicable cases in preparation for upcoming American College of Surgeons Commission on Cancer site visits.

CAMTS Quality Management Process

The section on quality management (QM) in the Accreditation Standards (02.00.00) is 1 of the most cited areas of weakness for many accredited services, especially when loop closure and resolution of issues that are tracked and trended are not evident.

Levers of Change: How to Help Build the Public Health Workforce of the Future.

Public health leaders are working to rebuild the US public health workforce. Master of Public Health (MPH) programs have a stake in this, given their role in educating and training public health practitioners. Over the last 10 years, MPH programs have implemented changes to program structure, content, and approach, but workforce gaps persist. This study sought to explore the factors that inform and influence MPH program design and changes they make in order to elucidate how MPH programs may be further engaged to help address current and future public health workforce needs. Sequential mixed-methods study. US MPH programs accredited by the Council on Education for Public Health (CEPH), and applicants approved to seek accreditation. In total, 115 representatives representing at least 43% of the 215 accredited/applicant MPH programs in the United States. Factors that inform and influence programmatic and curricular changes within MPH programs. The shifts that MPH programs have made to program focus and the approaches used to support student competence development are influenced by individual, programmatic, institutional, and national factors, including faculty and staff background, access to resources, program team/faculty culture, access to resources, program placement, university priorities, and national policies. Most influential in catalyzing changes made by MPH programs between 2015 and 2020 were CEPH MPH accreditation standards, feedback from interested parties, learning best practices, university initiatives, and access to resources including funding and faculty. Identified factors served as facilitators and/or as barriers, depending on the context. There are multiple levers at different levels that may be utilized by national public health leaders, university administrators, and program constituents to effect change within MPH programs, helping them to be even better positioned to help address public health workforce needs of today and tomorrow.

Dental hygiene educators' knowledge and implementation of objective structured clinical examination in United States dental hygiene programs.

In 2021, the American Dental Association (ADA) announced the intention to develop a standardized dental hygiene licensure objective structured clinical examination (DHLOSCE). The purpose of this study was to measure the United States (US) dental hygiene (DH) educators' foundational knowledge of OSCE development and delivery in light of the impending development of the DHLOSCE by the ADA's Testing Services. The study was determined to be exempt from Institutional Review Board oversight. A 21-question survey was developed, pilot tested, and electronically disseminated through Qualtrics. The survey recruitment was emailed to the directors of all entry-level DH education programs in the US (n = 328), asking them to participate in the survey and to forward it to the clinical faculty in their institutions. Descriptive and inferential statistics were utilized to analyze the data. There were 143 study participants, for a completion rate of 45%. Over two-thirds of respondents (64%) were unaware of the plans to develop the DHLOSCE, while 13% reported utilizing OSCEs to meet accreditation standards. Only 3% reported receiving a formal education in OSCE development compared to 29% who learned through a colleague or peer. Nearly half reported a lack of faculty experience as a barrier to OSCE implementation. Over three-quarters, 76% reported a lack of OCSE development committees within their program and only 14% had experience developing an OSCE station. The study results suggest an urgent need for the development of OSCE training resources specific to DH education, as programs across the US prepare for the impending DHLOSCE.

O52 - Review of accreditation standards: A snapshot of the Midwife Accreditation Standards 2021

The purpose of this presentation is to highlight key aspects of the newly published Australian Nursing and Midwifery Accreditation Council’s Midwife Accreditation Standards 2021. The Australian Nursing and Midwifery Accreditation Council (ANMAC) uses the Midwife Accreditation Standards to accredit and assess entry to practice midwifery programs and the education providers who offer them. In developing the Midwife Accreditation Standards 2021, wide-ranging consultation was undertaken with key stakeholders in midwifery education. ANMAC received more than 250 submissions across three separate consultation periods. Stakeholders contributed feedback by way of online surveys, written submissions, and face-to-face consultation. Synthesis of stakeholder feedback is available on the ANMAC website. The consultation process identified several key areas for consideration including, governance arrangements, intraprofessional learning, digital literacy and midwife prescribing and diagnostics. These will be the focus of this presentation. Significant changes to the Midwifery Accreditation Standards 2021 include clarifying the requirements of the head of discipline role, as well as content related to intraprofessional learning and digital literacy. When developing these standards ANMAC consulted widely on the inclusion of prescribing in entry to practice midwifery programs though this was not ultimately included in the standards. Hence the inclusion of prescribing and diagnostic skills in future accreditation standards for undergraduate midwifery programs will also be explored. Additionally, some practical changes have been implemented by replacing the previous nine standards with five, and the inclusion of an Essential Evidence document to support the development of accreditation submissions

Factors affecting the implementation of national nursing services accreditation standards as perceived by nursing staff

Background Hospital accreditation programs, which have been implemented in many developing countries, are used as a cornerstone for ensuring a basic level of quality. Nurses play an important role in achieving accreditation standards. Aim To assess the factors affecting the implementation of national nursing services accreditation standards (NNSAS) as perceived by the nursing staff. Design A descriptive exploratory design was used to collect data. Sample A convenience sample of 411 nursing staff who were available and accepted to participate in this study at the time of data collection was included. Setting The study was conducted at El Mahalla El Kobra General Hospital and El Mahalla Cardiac Center. Tools A tool was used to collect data on factors affecting the implementation of nursing services accreditation standards questionnaire. It had two parts as follows: personal data questionnaire and factors affecting the implementation of nursing services accreditation standards questionnaire. Results The results indicated that more than half of the study participants had high agreement about total factors affecting implementation of NNSAS. Other factors parameter was the highest dimension affecting implementation of NNSAS, whereas financial incentives was the lowest from studied nursing staff point of view. Conclusion The first most important factor that affects implementation of NNSAS is the dimension of other factors, followed by medical records and information management. Then regulations, policies, and procedures governing the work were the third most important factor. Recommendations Allocation of sufficient financial and human resources for the application of quality and accreditation standards should be done.