Cda competency goals and functional areas program management

To ensure a well-run, purposeful program responsive to participant needs I believe that in order to ensure a well-run, purposeful program responsive to participant needs, developmentally-appropriate materials are of the utmost importance. I do not use or condone ditto sheets, coloring books, or other pre-made supplies in my early childhood classroom. All of my activities are planned for the specific age group I work with and care for. The equipment provided in each classroom, including tables, chairs, sinks, and shelving, are all child-sized.

Cda competency goals and functional areas program management

Refer to the instructor's course syllabus for details about any supplies that may be required. Objectives Upon successful completion of this course, the student should be able to: Describe human factors that influence HIS design and usability.

Explain requirements engineering for data gathering and interpretation methods. Articulate common usability errors in HIS design and the importance and key components of usability evaluation methods.

Summarize the selection, evaluation and certification processes of commercial electronic health records EHR systems. Describe the functionality of EHR system components. Compare and assess system and database architectures employed by different EHR systems. Describe vendor strategies for terminology management, knowledge management and data exchange.

Discuss EHR system capabilities and customizability of different EHR systems and principles of usability and design, including data input and information visualization. Evaluate training and go-live strategies of different EHR vendors in terms of impact on cost, workflow and patient safety.

Discuss mobile computing, context-sensitive applications and medical devices. Content Outline and Competencies: Human Factors, Design and Usability A.

Define the concept of cognitive engineering. Describe the representational effect as it applies to human computer interaction and web design. Describe how humans process information and obtain skills. Describe the Gestalt principles of perception and their relevance to human computer interaction and cognitive theory.

Describe the processes of memory and their relationship to web design.

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Describe the cognitive constructs for mental representation. Explain how cognition and human performance models should inform iterative design processes. Distinguish between human factors and human-computer interaction HCI as they apply to usability.

Explain how cognitive, physical and organization ergonomics are applied to human factors engineering. Describe how mental workload, selective attention and information overload affect usability.

Describe the different dimensions of human error. Describe a systems-centered approach to error and patient safety. Evaluate methods for measuring mental workload and information overload. Describe how human factors analysis can be applied to the study of medical devices. Explain the role of requirements gathering in usability evaluation.

Identify the uses, advantages and disadvantages of data collection methods used for requirements gathering. Explain how to conduct a workflow analysis. Identify contextual design principles as they apply to the healthcare setting. Describe the methods to interpret results of data collection.

Design and Usability Evaluation Methods A.

Cda competency goals and functional areas program management

Describe the importance of usability in relation to HIS. Evaluate common usability errors in HIS design. Describe ways in which HIS facilitates error reporting.

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Describe usability evaluation methods.initiativeblog.com is the place to go to get the answers you need and to ask the questions you want. Competency Statements: Goal #5 Goal #5: To ensure a well-run, purposeful program responsive to participant needs I believe that in order to ensure a well-run, purposeful program responsive to participant needs, developmentally-appropriate materials are of the utmost importance.

Cda Competency Goals. CDA Competency Goals and Functional Areas CDA Competency Goal I. To establish and maintain a safe, healthy learning environment Functional Area 1.

Safe 2. Healthy Definitions Student provides a safe environment to prevent and reduce injuries.

Cda competency goals and functional areas program management

Student promotes good health and nutrition and provides . Technical Standards V. Competency Goal V – To ensure a well-run purposeful program responsive to participant needs A.

Functional Area 12 (Program Management) - Candidate is a manager who uses all available resources to ensure an effective program . Child Development Associate (CDA) Credentialing Program.

The Council for Early Childhood Professional Recognition operates the Child Development Associate (CDA) Credentialing program. NMCC is accredited by the Commission on Institutions of Higher Education, the same agency that accredits Harvard.

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