Residency Development, Design, and Implementation

Sunday, 8 November 2015: 4:20 PM

Tammy Franqueiro, BS, BSN, RN, RN-BC
Education and Curriculum, Versant, St. Petersberg, FL, USA

This session provides an overview of processes, models, and effective design principles that were foundational in developing a successful residency program. In 1999, the residency development team used a DACUM process for initial role delineation. The results, along with Benner’s (1984) Novice to Expert framework, provided the initial structure of the program. Presenters will describe how core and specialty competencies and supporting curricula have been identified and developed.  As a competency-based program, the Competency Outcomes Performance Assessment (COPA) Model is used as a framework to identify and develop essential competencies needed for clinical practice.  These competencies are then organized into categories and performance criteria using Quality & Safety Education for Nurses (Cronenwett, Sherwood, & Gelmon, 2009) as a framework and statement of objective.  To ensure currency and relevance competency and curricula development also rely on national professional nursing organization scope and standards of practice.

The education and development of the interprofessional team is another key aspect of the residency described in this section. Subject matter experts, preceptors, mentors and debriefers are critical to the long term success of the program and have their own unique learning needs. The presentation will outline the education and support needed for these roles.

Lastly, a description of practice-based learning will depict tools and strategies used to support the residents learning experiences at the point of care for it is when working directly with patients and their families that learning takes place (Benner, Hooper-Kyriakidis, & Stannard, 2011).

Both initial and ongoing competency management are important aspects of the program. For residency stakeholders having the tools, support, and resources they need to support learning is essential for professional role development and the provision of safe patient-centered care.