A ROBUST ASSURANCE OF LEARNING PLAN FOR A LONG-TERM CARE ADMINISTRATION PROGRAM.
Long-term care administration programs are often required to have assurance of learning plans with clearly identified learning goals and well-documented systemic processes to assess learning and demonstrate student aptitude. This article presents a demonstratively successful assurance of learning mo...
| Publicado en: | Journal of Health Administration Education Vol. 38; no. 2; pp. 473 - 484 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Association of University Programs in Health Administration
Summer2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=153148372&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153148372 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07356722 53UH jtl: Journal of Health Administration Education issn: 07356722 maglogo: N pubinfo: dt: Summer2021 vid: 38 iid: 2 pid: 40413 pub: Association of University Programs in Health Administration place: Washington, District of Columbia artinfo: ui: 153148372 153148372 ppf: 473 ppct: 11 formats: tig: atl: A ROBUST ASSURANCE OF LEARNING PLAN FOR A LONG-TERM CARE ADMINISTRATION PROGRAM. aug: au: JOHS-ARTISENSI, JENNIFER L. CREAPEAU, LINDSEY J. G. affil: Professor & Program Director, Health Care Administration Program, Department of Management and Marketing, and Associate Director, Center for Health Administration and Aging Services Excellence, University of Wisconsin - Eau Claire, 105 Garfield Ave., Box 4004, Eau Claire, WI 54702-4004S sug: ab: Long-term care administration programs are often required to have assurance of learning plans with clearly identified learning goals and well-documented systemic processes to assess learning and demonstrate student aptitude. This article presents a demonstratively successful assurance of learning model for long-term care administration programs. It meets multiple accrediting body requirements for assessment, provides valuable data for curricular improvements, and has maximized student preparedness for practice. The University of Wisconsin - Eau Claire's Health Care Administration program has developed processes to assess student learning using embedded National Association of Long Term Care Administrator Boards (NAB) practice exams to assess student competencies, both formatively and summatively. It also incorporates summative, subjective preceptor assessments and student self-assessments. Findings yielded from this approach have led to integrating a faculty-developed NAB exam preparation student learning module along with supplementing the curriculum with other NAB resources (e.g., strategic use of texts from the NAB bibliography, preceptor training course, administrator-in-training manual tools, electronic study guide). Such assessment data-driven curricular changes have led to an upward trend in student competencies, NAB practice exam pass rates, and actual NAB exam pass rates higher than the national average. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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