Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning.

Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning.

Introduction
Accreditation enhances the centrality of nursing for the benefit of the public and assists in the maintenance and improvement of quality in education through an ongoing process of self assessment and planning. It serves as an indicator to the general public and the education society that nursing has definite and appropriate objectives which they strive to achieve. A lot of attention is drawn to the nursing program and its adherence to set standards and criteria in relation to its mission current and future nursing practice. Learning institutions in conjunction with accreditation bodies are responsible for the development of criteria policies standards and procedures. The NLNAC promotes development and strengthening of specialized accreditation among peer groups as a fundamental tool of public accountability and improvement. The medical act gives the general medical council the powers to set standards of training. Goals to be achieved must be demonstrated before a medical practitioner can be registered (General Medical Council 2010). Specialized accreditation dictates standards for programs accreditation reviews encouragement of effective education curriculum and program improvement.
Discussion
Accreditation and medical bodies identify and make critical analysis of the general health care needs. The need may be specific to a given problem or group. It also encompasses the needs of the society such as need for more health practitioners. Good problem identification makes reference to the current approaches in the medical education system patient and practitioners. This is then followed by formulation of an ideal approach of addressing the need. They set targets and assess the needs. It involves investigation the needs of a targeted group and the medical institutions learning environment which may not correspond to the needs of the medical institutions and scholars. After identifying the needs of the targeted scholars goals and objectives of the proposed curriculum are drafted. After confirmation of objectives content of the curriculum is selected and educational methods chosen to encourage the attainment of educational objectives. Case-based activities that actively engage leaners are strategies that are better in improving and enhancing learning (Kern Thomas & Hughes 2009).
During the implementation of curriculum the accreditation bodies perform various functions such as lobbying for public support identifying and addressing limitations of implementation and carrying out pilot studies on the viability of the curriculum among others. Accreditation bodies carry out constant evaluation of the current curriculum to provide feedback so as to improve the curriculum and leaners experience. They also evaluate for the purpose of grading vetting and checking general performance. Evaluation is also done to lobby for support and allocation of resources to medical training institutions and encourage research (Kern Thomas & Hughes 2009).
Medical bodies such as the General Medical Council GMC carry out regulation on medical training and education. This is done through quality assurance programs for all medical institutions to ensure that the set medical standards and outcomes are realized. The GMC emphasizes that the general basic aims of the assessment system should be well recorded documented and availed for public scrutiny. The requirements of each and every part of the assessment system should be clearly stated and communicated to instructors learners learning institutions regulatory bodies and the public. GMC holds that the assessment must exhaustively sample the whole content relevant to the levels of training in relation to common and critical clinical challenges that the trainees may face at the work place and to a broader base of attitudes knowledge and skills shown through conduct that medical practitioners need (General Medical Council 2010).
Conclusion
Accreditation bodies play an integral part in the standardization and regulation of medical practices. In view of this the state should allocate a larger proportion of its budget to such bodies which will go a long way in assisting research evaluation and assessment.


 

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