Preparation For Accreditation Research Articles

Responding to Post-School Education Policy Reforms: A Case Study on the Incorporation of Nursing Colleges into the Post-School Education and Training System of South Africa

Amongst the diverse providers of nursing education in South Africa, public nursing colleges have over the years produced 80% of pipeline nursing professionals. The demand imposed by the reorganisation of health services toward universal health coverage, together with the recent changes to the post-school legislation introduced by the Department of Higher Education and Training has required a repositioning of nursing colleges within the new milieu. If public nursing colleges did not comply with post-school education prescripts, they would not be eligible to offer programmes that are aligned to the Higher Education Qualification Sub-framework. 
 
 The purpose of this article is to provide an account on progress and lessons learnt towards repositioning public nursing colleges within the new higher education milieu as a legal requirement for offering new nursing programmes leading to registration in any of the new nursing categories prescribed in the Nursing Act. 
 
 The National Department of Health has, through the stewardship of its Chief Nursing Officer facilitated an intense process from 2016 to 2019 of preparing public nursing colleges to meet the requirements for accreditation as higher education institutions. Chief among these activities was the development of a national policy for nursing education informed by and designed around health service demands and underpinned by higher education principles to direct provisioning of nursing education and training. Parallel to the policy, the state of readiness of public nursing colleges was measured against the Council for Higher Education determined criteria for programme accreditation. 
 
 Lessons emanating from this process are being used to accelerate preparation for accreditation of programmes leading to professional qualifications in nursing and other related health sciences programmes offered at college level to ensure sustained production of nurses with requisite skills mix required for a responsive health care system.

School Assistance Program Through Accreditation at SD Muhammadiyah 1 Bengkulu City

The Community Service Program (PPM) which was carried out aims to assist SD Muhammadiyah 1 Bengkulu City in compiling an IASP 2020-based accreditation form. In 2022, reaccreditation will be carried out. Based on the results of interviews with school principals and teachers, the school accreditation preparation team did not fully understand the 2020 IASP, the deadline for preparation for accreditation in the near future, insufficient physical evidence, incomplete accreditation guidelines, schools did not have time to conduct self-evaluations and lack of coordination. and communication between individuals and teams. Based on this, it is necessary to carry out assistance activities in preparation for accreditation. The method used is discussion and question and answer. The subject of this community service is the team that composes the accreditation form for SD Muhammadiyah 1 Bengkulu City. This activity has been carried out for 4 meetings, which include the socialization of IASP 2020, filling out accreditation forms, presenting the results of filling out forms, and evaluating forms. During this service activity, all teams have carried out the form preparation activities well. The result of this service activity is that SD Muhammadiyah 1 Bengkulu City has completed all components of the accreditation form and met the internal quality standard values.

The Impact of Accreditation on Patient Safety and Quality of Care as Perceived by Nursing Staff in a Cardiac Care Centre in the Eastern Province, Kingdome of Saudi Arabia

Accreditation is one of the approaches to evaluate the quality of health care services, and it’s an essential requirement for the continuity of services. Nursing staff play a major role in the accreditation preparation, process and continuity. The study aimed to assess the nursing perception of the impact of accreditation on the quality of care and safety in a tertiary cardiac care center in the Eastern Province, Kingdome of Saudi Arabia. A cross-sectional descriptive research design was used. A convenient sample of 56 nursing staff was included. The study tool was a self-administered online questionnaire. It consisted of four major sections with 20 subscales rated from 1 to 5 on a Likert scale. Nursing documentation, patient medication information, healthcare-associated infection, leadership and support sections are all included. The study findings indicated that nurses have a 94.6% positive perception of the impact of accreditation on the patient’s safety. This perception was measured in accordance with the items related to international patients’ safety goals. Higher agreement was found on the items of nursing clinical documentation and medication safety process. The study findings support the overall positive impact of accreditation. The study further recommends exploring the nursing perception of accreditation impact in different settings.

Management Administration Smartphone Application as a Strategy to Increase Accreditation Score in Primary Healthcare Facilities

Health facility accreditation has been in great demand in recent years. Mobile applications can serve as a tool for community healthcare center’s (Puskesmas) to assess the value of their accreditation, especially regarding administration and management. In the context of preparation for accreditation, it can be used as a self-assessment tool for elements of management administration. This case-based article focuses on smartphone application development using the input-process-output-outcome scheme as a framework. We developed a checklist and assessment for the management administration component by reviewing Permenkes No. 46 the Year 2015 concerning Puskesmas accreditation. This is the first available mobile application on the Google Play Store, targeting Puskesmas staff to improve the quality of administration and management services based on accreditation criteria. This smartphone application functions as an independent assessment tool for Puskesmas to complete the accreditation criteria as stated in the regulation of the minister of health. About 20 Puskesmas staff showed a very good response and positive. All stated that they were very helpful and satisfied with this application, so they will continue to use and distribute it to other Puskesmas staff.

Analysis of Policy, Infrastructure Facilities and Human Resources in Preparation for Re-Accreditation

Accreditation is an acknowledgment of the public health center agency, by an independent accreditation agency set by the Minister of Health after meeting the first level health facility service standards to improve the quality of services on an ongoing basis. Puskesmas Bagansiapapi is a middle-accredited puskesmas that will go through a re-accreditation process scheduled for 2020 and is planned to be a pilot health center in Rokan Hilir district. Based on the results of initial interview with Head and Staff of Public Health center, there are some recommendations from surveyors for 2020’s re-accreditation preparation such as policies, infrastructure and human resources. Downstream 2020.This type of research is qualitative descriptive exploratory research with in-depth interviews, observation and document review with the respondents of the quality head, an admin’s leader, an UKM’s Leader, the head of UKP, the Head of Public Health Center and the Internal Health Staff. The results showed that the preparatory policies for accreditation had been implemented well. The facilities and infrastructure in preparation for accreditation have not met Permenkes 43 of 2019 and have not met the needs of the community. Judging from the adequacy of human resources has not met the standard Permenkes No. 43 of 2019 in the form of environmental sanitation workers, health information system personnel, financial administration staff, administrative staff and those needed by medical record health centers and information technology workers.Preparation for Puskesmas Bagansiapiapi accreditation in policy has been well implemented, infrastructure and human resources do not meet standards.

Retention of knowledge on blood pressure measurement among medical students within preparation for primary accreditation

Aim. To assess the retained knowledge of sixth year medical students on noninvasive blood pressure (BP) measurement.Material and methods. The study included 148 6th year medical students. According to the curriculum, in the fall semester, students studied the procedure of BP measurement according to checklists developed based on ROSOMED. In the spring semester, as part of the preparation course for accreditation, the retained knowledge of students was assessed. A completed skill was assessed at 1 point, not completed — 0 points. Thus, each student can score a maximum of 50 points. The teacher assessed the manipulations during their performing by filling in the checklist items for each student.Results. None of the students completed the full range of manipulations. The number of completed skills ranged from 15 (30%) to 49 (98%) and averaged 33 points on the checklist (66%). In addition, 74% of students (n=109) completed more than half of the required skills. Almost the only item completed by all students (99%, n=146) was a greeting, which was comparable with self-presentation (92%, n=136) and identification of a patient’s personal data (surname and first names) (80%, n=118). The rest of checklist items was performed in the range from 39% (n=57) for “remeasurement of BP on the other hand” to 87% (n=129) for “finding a radial pulse”. Thus, the average fulfillment rate was 67% (n=99). There were following most common mistakes in BP measurement: 39% of students did not measure a patient’s upper arm diameter and did not select the cuff size; every second student (51%) placed the phonendoscope diaphragm under the cuff; 40% of students reduced the cuff pressure with inadequate rate.Conclusion. The retention of knowledge on measuring BP within six months after a detailed analysis and passing a test remains insufficient, but comparable with foreign studies. The data obtained indicate the need for additional trainings both using simulators and in conditions closer to real ones, including with simulated patients.

Assessment of the Development of Skills in the Provision of Emergency Medical Care by Students of the Pediatric Faculty at the Stages of Preparation for the Primary Accreditation of a Specialist

An analysis of the data of 100 assessment checklists of the University students at the stages of preparation for primary accreditation in the specialty "Pediatrics" — the station "Emergency Medical Aid", which was carried out in practical classes within the discipline "Cycle of simulation training", is presented. The data on mistakes made by the students when working at the station are given, which must be paid attention to in order to successfully pass the second stage of accreditation and master professional competencies that correspond to the labor functions of a district pediatrician.

International Accreditation Preparation Model in Accredited Prodi A at Universitas Muhammadiyah Sumatera Utara

This study aims to: 1) find out data and information related to the readiness of study programs that have been accredited A at the Muhammadiyah University of North Sumatra in order to participate in international accreditation; 2) to find out how to create and determine the readiness model of study programs that have been accredited A in following international accreditation at the Muhammadiyah University of North Sumatra; 3) to implement and improve the international accreditation preparation model for study programs that have been accredited A at the Muhammadiyah University of North Sumatra. The research method used is research and development using Borg and Gall. Borg and Gall applied only up to step 5 only. This is because the ultimate goal of this research is to apply the model that has been found. The 5 steps start from initial research, determining the model, implementing the model and improving the model. To find the condition and readiness of the study program used descriptive research methods with categorization analysis for the measuring instrument. The results of this study were analyzed to determine the model for implementing the study program's readiness to carry out international accreditation. The model formed will be applied to one study program. The results of this application will be used to improve the first model that has been formed and applied earlier. Through this research, a model for implementing international accreditation has been found for study programs that have been accredited A by BAN PT at UMSU. This model can be used as material for other study programs in carrying out international accreditation and can be imitated by study programs at other universities with the same desire. The output of this research is being worked on because the research process has just been completed.

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study.

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

Curriculum mapping: A tool to align competencies in a dental curriculum

Background. In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula. Objectives. To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review. Methods. All the module descriptors ( n =59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map. Results. Healthcare practitioner, health advocate and communicator were present across all 5 years of the undergraduate dental curriculum, while healthcare practitioner was present in 46 modules, health advocate in 8 modules and communicator in 13 modules. Competencies related to collaborator were present in the first, third and fifth year in 7 modules. Leader and manager competencies were present in the fifth year in 1 module. Professional competencies were present in the second and fifth year in 3 modules. Competencies related to scholar were present in the first, third, fourth and fifth year in 8 modules. Conclusions. From the results, it was highlighted that all AfriMEDS competencies were present in the University of the Western Cape (UWC) dental programme. Curriculum mapping identified gaps in or areas of development for the AfriMEDS competencies in the UWC dental curriculum. Curriculum mapping can be recommended as a valuable tool for curriculum development.

National Accreditation Experience of the Faculty of Theology of Amasya University

The aim of the study is to describe the national accreditation preparation experience in higher education through the sample of a Faculty of Theology affiliated to a state university. The case study, one of the qualitative research designs, was used in the research. A total of three people experiencing the accreditation process in a state university were determined as the working group. In the research, the participants stated that the accreditation studies have beneficial effects for the institutions and education. They also emphasised that they had difficulties in obtaining the documents during the accreditation preparation phase and that the uncertainty brought about by the new process was challenging. It was pointed out that the accreditation studies would keep the institutions dynamic and carry the quality to advanced levels.

Preparation, planning and implementation of primary specialized accreditation: “own” and “others”

The article is the result of the first stage of the study devoted to the analysis of the work of accreditation and simulation centers during the period of passing the primary specialized accreditation. The technical issues of the functioning of such centers, as well as the need to develop new methods of interaction between the accredited and the personnel of the simulation centers, were considered.

Experiences of Personnel in Accreditations in Higher Educational Institution: Concerns and Actions

Aims: To determine the experiences of the participants who were involved in the accreditation process
 Study Design: Qualitative-phenomenology
 Place and Duration of Study: Southern Philippines Agribusiness and Marine and Aquatic School of Technology for five months.
 Methodology: The participants were 12 program area leaders, and Internal Assessment Board in-charge. They were grouped into four and interviewed using the validated interview guide questionnaire.
 Results: Themes which concern emotional issues themes were: utilizing archive, enjoying unintended outcome, negotiating time availability, and dealing with inconveniences. Moreover, emerging themes describing the problems encountered in the 10 areas of accreditation included: lack of support, difficulties in documents preparation, utilized personal resources, undefined and unclear dissemination of tasks. Finally, themes for solutions conducted were: necessity of training and workshop, provision of matrix of activity, familiarity of the different tools and program offerings, and establish monitoring team.
 Conclusion: Preparations are the key to accreditations. The preparation processes should not start months before the scheduled accreditation visit rather right after the commencement of the previous visit. Qualified persons who are knowledgeable on accreditation processes should be. Higher education administration should observed due diligence. 
 Recommendation: College’s Quality Assurance (QA) individuals may be trained to become knowledgeable on the processes of accreditation; preparations for accreditation may be done way ahead of the scheduled visit; area leaders may manage their time in the preparation of documents to avoid discrepancies during accreditation; reorganization of area leaders may be prevented to avoid unfamiliarity of tasks; budget for accreditation processes may be provided; appropriate incentives may be given for those who work overtime; the principle of “Every day is an Accreditation Day” may be observed in order to cultivate among the staff of the college the essence of accreditation. Lastly, creation of College Accreditation Coordinating Council may be created to oversee the processes of accreditation and serve as the focal point for strategic planning.

Challenges for Joint Commission International accreditation: performance of orthopedic surgeons based on International Patient Safety Goals.

ABSTRACTThe Joint Commission International (JCI) is a US-based organization that accredits and certifies hospitals worldwide. Among the requirements for accreditation, the JCI emphasizes continuous quality improvement (CQI) with regard to international patient safety goals (IPSGs). Our university hospital treats about 26,000 hospitalized patients and 600,000 outpatients annually, and our goal is patient safety in compliance with IPSGs. The purpose of this study is to examine the activities of orthopedic surgeons in preparation for JCI accreditation, including clear identification of patients, preoperative timeout and marking to ensure correct surgery, timely approval of CT/MRI reports, care with pain management, prevention of infection, setting of quality indicators and daily monitoring, and teamwork. Examiners from the JCI visited our hospital to review medical records and documents, and to interview patients, nurses and doctors. There were 1270 evaluation items covering 16 fields, including reviews of IPSGs, patient evaluation and care, infection prevention and control, and governance and leadership. Most importantly, the efforts of all the medical staff in our hospital in obtaining the first JCI accreditation among national university hospitals in Japan have promoted the safety and quality of medical care from the perspective of the patient.

DEVELOPMENT OF COLLECTIVE LEADERSHIP IN THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM

The emergence of Baptist seminaries in Ukraine was influenced by Western churches or missions and in some cases by the Ukrainian diaspora, which had lived outside Ukraine for a long time. The decisive influence was exerted by representatives of churches, educational institutions and Christian universities in the United States. Seminaries went through a number of stages of their own development, during which the forms of collective leadership changed. The first stage is the emergence of seminaries and the harmonization of seminars to unified standards. In the first stage, immediately after the seminary was established, they had very friendly relations with local churches, the programs were very flexible and responded to the needs of the churches. Church leaders saw these initiatives as part of church ministry. The second stage is the extensive development of seminaries, by which the author means the involvement of additional resources in the work of seminaries and the growth of seminaries, associated with the number of students, and for some seminaries - the opening of branches or field programs. This type of growth was also due to the fact that seminaries began to become more independent of national churches, and partnerships with Western organizations became more formalized, which was most often seen in the participation of Western partners in the board of trustees. The third period is a reassessment of the work of seminaries. The beginning of this period is largely related to the global economic crisis of 2007-2008, and its result was the resumption of dialogue between seminaries and churches. The fourth period - institutional changes - is associated with the reaction of the Ukrainian state to the Bologna process and the adoption of the new Law of Ukraine "On Higher Education". The process of preparation for state accreditation and formation of a culture of openness in the national educational environment has begun.

FACTORS AFFECTING IMPLEMENTATION OF NURSING SERVICES ACCREDITATION STANDARDS IN PORT-SAID GENERAL HOSPITALS

Background: Amongst the quality initiatives adopted in healthcare, accreditation has increasingly been considered as the preferred method to promote healthcare quality at organizational and service levels. Nurses have key roles to play in the implementation of hospital accreditation process. This study aimed to identify factors affecting implementation of nursing services accreditation standards in Port Said general hospitals. A descriptive exploratory research design was utilized for the current study. A sample of 105 from different categories of nursing staff was included in the study. Data were collected through utilizing Awareness about hospital accreditation standards questionnaire and factors affecting the implementation of nursing services accreditation standards questionnaire Results of the study showed that more than one third of studied nursing staff had high awareness score about hospital accreditation while less than half of them had moderate awareness score , in addition nursing staff awareness for such aspects of accreditation (Preparation - Outcomes- Pre-requisites) was generally high. Continuous improvement was the highest factor affecting implementation of nursing services accreditation standards (NSAS) in Port Said general hospitals while financial incentives was the lowest from studied nursing staff point of view. It was concluded that : There was statistically significant relation between studied nurses' total awareness about hospital accreditation and their total opinion regarding factors affecting implementation of (NSAS).The current study recommended that establishing systems, protocols, policies and strategy to enhance nursing staff perception about quality and accreditation

High-Containment Agriculture Animal Research: An AAALAC International Perspective.

Institutions that conduct high-containment agricultural research involving domestic livestock represent a specialized category of programs that are accredited by AAALAC International. The accreditation process includes a comprehensive assessment of the overall program of animal care and use. However, the complex design of these facilities and the unique care required for animals in this type of environment often mean that additional attention will be directed at areas regarded as higher risk when the programs are evaluated. Specific issues that may stimulate additional discussion and interest include animal housing practices, environmental conditions inside the facility, maintenance of procedure and support areas, methods for obtaining and safely transporting healthy research animals, strategies to minimize animal pain and distress, unusual protocol review challenges, and institutional policies relevant to personnel training and safety. These issues are further discussed to inform institutions of potential concerns that should be reviewed and assessed during internal preparations for accreditation visits by AAALAC site visit teams.

Pelatihan Registrasi Google Scholar dan Sinta pada Dosen FEBI IAIN Lhokseumawe

GOOGLE SCHOLAR AND SINTA REGISTRATION TRAINING FOR LECTURERS OF THE FACULTY OF ECONOMICS AND ISLAMIC BUSINESS OF IAIN LHOKSEUMAWE. In order to improve the quality of FEBI IAIN Lhokseumawe lecturers and the preparation of accreditation and for the sake of evicting academic levels the lecturers conducted training on google scholar account registration and Sinta Ristekdikti. The method of conducting the training is by direct demonstration, then the participants practice according to the instructions and guidelines that have been given and which have been explained by the instructor. This training provides enormous benefits for the participants because of the obligation of lecturers to input the results of publications in the Sinta portal so as to strengthen the importance of this training. At the end of the google scholar registration training and the Sinta account all trainees had a Google Scholar account and were successful in registering into the Sinta Ristekdikti portal.

Peningkatan Manajemen Mutu Pos PAUD Melati 10 dan Kenanga 12 Menuju Persiapan Akreditasi PAUD

POS PAUD is one of the non-formal educational institutions that plays an important role in children's education. All learning activities in PAUD and the supporting facilities must meet the standards according to the provisions of PAUD Education. To find out the achievement of these standards accreditation activities are needed, because one of the efforts to maintain the quality and improvement of an educational institution is through accreditation activities. POS PAUD Melati 10 and Kenanga 12 are located in Kelurahan Pasir Kaliki Kecamatan Cimahi Utara are PAUD institutions that have not been accredited. In order for POS PAUD to be accredited properly, it must meet the accreditation eligibility criteria based on the National Education Standards which include eight standards.. The methods used in the preparation of the two POS PAUD accreditations are literature study, interviews, field surveys, discussions, technical guidance for preparation of accreditation standard documents in the form of workshops for school principals, teachers and operators. Through this accreditation preparation assistance activity, it has succeeded in bringing POS PAUD Melati 10 to meet the accredited criteria and POS Kenanga 12 PAUD with additional time being ready for accreditation.

Gap Analysis of the Australian cGMP and FACT Immune Effector Cell Standards

Background & Aim The Department of Cell and Molecular Therapies (CMT) adheres to the Australian Code of Good Manufacturing Practice (cGMP) for human blood and blood components, human tissues and human cellular therapy products. CMT is actively seeking accreditation for immune effector cells from the Foundation for the Accreditation of Cellular Therapy (FACT). In preparation for FACT accreditation a Gap Analysis was conducted to determine the differences between the two quality standards. Methods, Results & Conclusion Methods Gap Analysis was conducted to compare the FACT Immune Effector Cell Standards to the cGMP. This analysis compared Collection Activities (Part C2, Collection Facility Standards) and Processing Facility Standards (Part D) from the FACT Immune Effect Standards (Version 1.1) to the Australian cGMP (Version 1.0). For the purpose of this analysis, gaps were defined as those instances in which FACT Immune Effector Standards demonstrated a variance against cGMP standards. Results The cGMP focuses on manufacturers that undertake the collection, processing, testing storage, release for supply and quality assurance of products, whereas the FACT Immune Effector Cells Standards addresses all quality aspects of cellular therapy including collection, processing, administration and patient care. A total of 95 gaps were identified; with disparities noted in each FACT section. The majority of gaps were identified in the Quality Management, Coding and Labelling of Cellular Therapy Products, Process Controls and Cellular Therapy Product Transportation and Shipping. These results were used to implement changes in CMT in preparedness for FACT accreditation. Conclusions The summary format of this gap analysis tool is an effective method to clearly identify disparities between the cGMP standards and FACT Immune Effector Cells Standards. The gaps identified highlight potential areas for improvement within the department of CMT. This tool can be used by facilities in Australia to identify any gaps when seeking FACT or Therapeutics Goods Administration GMP accreditation