Clinical Doctorate Webinar Q & A

Size: px
Start display at page:

Download "Clinical Doctorate Webinar Q & A"

Transcription

1 Clinical Doctorate Webinar Q & A General Questions Q. Will there be a vote on the clinical doctorate that is open to all genetic counselors? A formal vote of genetic counselors is not planned; however, input is being sought from all genetic counselors through a variety of different forums. Our genetic counselor input includes the data collected through research conducted over the past several years, through the evaluation following the webinar, and input that will be sought during the discussion period following the NSGC AEC plenary. In addition, input is sought on an ongoing basis through the Clinical Doctorate discussion forum, and though input submitted to ABGC, NSGC and AGCPD. Q. Is input being sought from genetic counselors who have left the field? Input from genetic counselors that have left the profession will be welcomed, if submitted, but pursuing input from genetic counselors who have not maintained a relationship with NSGC or ABGC is not planned and would be very difficult to pursue due to lack of accurate contact information for these former members or diplomats. AGCPD will attempt to gather this data through alumni contacts and a proposal is currently undergoing IRB approval. Q: Who will be invited to the spring meeting in 2013? It is a closed meeting of the GCADTF. The GCADTF is comprised of representatives from the American Board of Genetic Counseling, National Society of Genetic Counselors, Canadian Association of Genetic Counselors and the Association of Genetic Counseling Program Directors. In addition, three genetic counselors have been selected randomly from the genetic counseling community to join the GCADTF as at large members and will be invited to attend. Q: How does the size of our professional organization factor in to the decision to adopt a clinical doctorate? The number of genetic counselors currently practicing (rather than the size of the professional organization) is a factor to consider in making the decision regarding whether this is an optimal time to move toward a clinical doctorate. Depending on the model selected, adopting a clinical doctorate could set up a two-tiered system with some genetic counselors practicing with a Masters level degree and others with a clinical doctorate. Given the relatively small size of the profession at this time (approximately 3,200+), the impact of establishing two smaller tiers of

2 professionals and communicating the unique qualifications of each tier may be a challenge. This will be considered in our deliberations. Q: Where did the discussion of the clinical doctorate start from? This has been an ongoing conversation in the genetic counseling community for over a decade. In 2010 ABGC became aware of plans to develop new GC training programs that would award a clinical doctorate. This knowledge prompted ABGC to consider whether they would consider accrediting a clinical doctorate program and if so, what criteria would be used to evaluate the CD program. Q: How many GCs are interested in a Clinical doctorate? Although a consensus has not yet been reached, from your research do you feel practicing genetic counselors are generally leaning towards one model over another? Several studies have asked versions of this question. Most recently, the post-webinar survey included the question If an optional clinical doctorate in genetic counseling were offered in the future, how likely would you be to pursue this? Of those genetic counselors responding to this question (n=173) 60% indicated they would be likely or very likely to pursue an optional clinical doctorate. While this information is valuable to the discussion it should be noted that in total 421 individuals viewed the webinar, of which 173 responded to this question. Individuals who viewed the webinar were self-selected and may represent a biased sample of the ~3200 genetic counselors currently in practice. Q: Has anyone even informally surveyed employers or colleagues regarding their opinions about working with GCs with clinical doctorates? Data on this subject is in the process of being gathered and will be shared with the GCADTF and with the genetic counseling community once available. Professional Issues Training Q: Will the clinical doctorate incorporate more nontraditional GC roles? The clinical doctorate is intended to provide advanced education and experience for genetic counselors practicing in a clinical setting. While some programs may include additional

3 education in non-clinical roles, this is likely to be program specific. If the AGCPD chooses an approach that includes a clinical doctorate, the next step would be to determine what additional skills and competencies would be necessary for graduates and thus should be gained through the training program, and then the ABGC would develop required teaching criteria. All genetic counselors would need to evaluate the value of pursuing a clinical doctorate relative to their own career path and the curriculum of the available programs. Licensure/Billing Q: How has reimbursement by CMS been affected by other fields that adopted a clinical doctorate? Medicare reimbursement has not been impacted for any group of practitioners with regard to a service being reimbursed at a higher rate if delivered by an individual with a clinical doctorate versus a master s degree. The Scope of Practice for the profession may have changed, however. Many master degree level practitioners scope of practice as outlined in licensure law required them to work under the supervision of a physician. In many instances the move to a clinical doctorate allowed the practitioners to make public policy arguments that they no longer needed supervision due to their increased training. These professions also made arguments that their scope of practice should be expanded. In many instances they persuaded states to amend licensure laws to loosen or lifted many of the requirements around supervision and expand their scope of practice. Q: What impact would a clinical doctorate have on our appeal to CMS to be recognized as practitioners able to bill independently? As with state legislatures, no Member of Congress has raised any issue or expressed concern that genetic counselors are not appropriately trained to deliver the services with current scope of practice and be reimbursed. The major hurdle with CMS recognition is cost. Training has not been an issue. We have not received, nor do we expect a statement by any legislative body indicating that the availability of a PhD or clinical doctorate in genetic counseling would improve the outlook for reimbursement or recognition by CMS or private third party payers. Q: Has any legislative body explicitly said that a clinical doctorate is a path to improved recognition of what we already do?

4 No. State licensure laws (16 states) allow the independent practice of genetic counseling by master s trained, ABGC certified genetic counselors. Legislators have not raised questions or identified issues regarding the level of training current genetic counselors receive. An additional degree may raise questions with policymakers regarding the need for an additional degree and the benefit of an advanced degree over the masters-level training and could lead to confusion about who is best able to deliver genetic counseling services. We are taking this into consideration in our deliberations. If the Task Force chooses an option that includes a clinical doctorate, next steps will include planning for communications with legislators about the reasoning for the shift and we will attempt to ward off confusion. Q: How does the potential adoption of a clinical doctorate impact efforts to obtain state licensure? Offering a clinical doctorate may impact and even impede the pursuit of licensure, and most likely would require changes to the existing licensure laws. Another degree may create questions in policy makers minds about what the minimum standard should be which could further complicate achieving legislation. We are taking this into consideration in our deliberations. If the Task Force chooses an option that includes a clinical doctorate, next steps will include planning for communications with legislators about the reasoning for the shift and we will attempt to ward off confusion. Employment/Salary Q: Since GCs are not recognized providers by CMS, will a move to a clinical doctorate impact salary? It is not clear whether a move to a clinical doctorate will impact salary. According to the American Physical Therapy Association's 2005 Median Income of Physical Therapists Summary Report, years of experience in clinical practice exerts a larger influence on the variation in reported salaries than the degree level of professional education. In addition, being a recognized provider and eligible for reimbursement does not relate to salary in a direct way; however, there is an important indirect relationship between scope of practice, billing and reimbursement. Even if reimbursement is achieved through legislation, practitioners cannot bill or be reimbursed for services they provide if those services do not fall within their scope of practice. If genetic counselors with a clinical doctorate have the same scope of practice as genetic counselors at the master's level, there will likely be no difference in the ability to bill and therefore no difference in reimbursement once that is achieved. Payers that are considering expanding coverage for genetic counselors have been more focused on the lack of licensure rather than whether a master s trained genetic counselor is qualified to deliver the service.

5 If genetic counselors with a clinical doctorate have an expanded scope of practice (which our group anticipates would be the case) and this is included in reimbursement legislation, once reimbursement is achieved they will be able to bill for those additional services. If the Task Force chooses an option that includes an advanced degree, next steps would include clarifying the differences between the scope practice of the master s trained and clinical doctorate trained genetic counselors to clarify services to cover and who could provide those specific services. Salaries may be impacted if the scope of practice increased due to the advanced degree. Q: How will a clinical doctorate impact our ability to apply for grants and act as a PI? Granting agencies and organizations each have their own criteria for PI qualifications. NIH has no doctoral requirement for PIs. Keep in mind that the clinical doctorate is not a research degree, and while it may include a research requirement, is not intended to prepare graduates for a research career (as would be a PhD). Q: Some faculty positions are based on the master degree being the terminal degree in our field. How might the adoption of a clinical doctorate impact those of us with faculty positions and not able to go back to school? If a clinical doctorate is adopted it will become the terminal degree in genetic counseling. Practicing genetic counselors will need to talk with their institutions about the impact of a new degree on their faculty status. Q: In other fields, has the salary increased along with the inception of doctorate degrees? Data specific to this question is not available for a large number of professions adopting a clinical doctorate. According to the American Physical Therapy Association s 2005 Median Income of Physical Therapists Summary Report and confirmed in their 2010 report, years of experience in clinical practice exerts a larger influence on the variation in reported salaries than the degree level of professional education. In addition, while audiology professional status surveys report that survey respondents with a doctorate earn higher salaries, other professions report no conclusion. The data are often confounded by years of experience, so a definitive answer is not available. Q: How will the introduction of an entry level clinical doctorate affect master s level genetic counselors job prospects?

6 This is difficult to determine as it would depend on the requirements of the position, hiring qualifications of the organization, institution or company and other factors particular to any individual candidate. At this point there is no data indicating whether the clinical doctorate would be favored over experience by employers. Scope of Practice Q: Has it been defined exactly what skills or competencies would be gained in obtaining the Clinical Doctorate? This is a key question that the GCADTF is working to answer prior to making a decision. As the curriculum for the clinical doctorate has not yet been defined, additional skills and competencies that would be gained through a clinical doctorate program has not yet been determined. If the Task Force chooses an option that includes a clinical doctorate, next steps would include a clear determination of the skills and competencies that should be gained. Q: Have there been discussions with clinical geneticists about their views regarding any changes in scope of practice and likely overlap? Expansion of scope of practice, including areas of possible overlap or duplication of effort with other members of the healthcare team are important questions the GCADTF is exploring. Members of the GCADTF will be talking with ACMG, other healthcare providers and other stakeholders for additional perspective and the information gained through these conversations will be used in ongoing educational efforts on this topic and will be incorporated into the Summit in the spring of Comparison with other Professions Q: There were many questions asked regarding the experiences of other professions with respect to their adoption of a clinical doctorate (e.g. percentage of members who favored moving to a clinical doctorate; number of years a practitioner has to work before being able to pursue the transitional doctorate; etc). Models The GCADTF is continuing to explore the experiences of other professional groups and will provide more details to the genetic counseling community as they become available. Q: Is the GCADTF considering any models which would allow for the creation of a PhD or specialty degrees (e.g. prenatal, cancer, etc.)?

7 It is expected that the clinical doctorate would expand the current clinical training for genetic counselors. The focus of such advanced training has not been determined and will be a next step if a clinical doctorate option is offered. It should be noted that a decision to adopt a clinical doctorate would not likely result in the creation of a new PhD in genetic counseling. Any institution may start a PhD in genetic counseling; however, it is not likely to be accredited by ABGC and thus it is not one of the models under consideration by the Task Force. ABGC s mission is to establish standards of [clinical] competence through accreditation of graduate training programs and certification and recertification of genetic counselors to advance the profession and protect the public. Accrediting research-focused PhD training programs is outside of the scope of this mission. Implementation Q: If decided upon, how many years would it take for the clinical doctorate to be introduced? It would likely take a minimum of 2 years before the clinical doctorate was implemented (first program to begin the accreditation process). This includes one year to create the standards and one year for implementation of standards. It may take a longer time; in part the timing depends upon the model chosen. Q: Could you please discuss the educational models used for transitional doctorates in other fields (i.e. online vs. classroom) and how this might be approached if our field decided to move forward? Other professions have used a variety of training models depending on existing standards, etc. and additional training methods would be based on the additional skills and knowledge needed. Q: What will the requirements of a transitional clinical doctorate be with respect to a waiting period post master s training, clinical training outside of work, availability of online courses, cost? The standards for a transitional clinical doctorate in genetic counseling have not been established at this time; however, if the transitional clinical doctorate is adopted, the constraints of the genetic counseling workforce will be taken into account as ACGC develops standards and as new transitional clinical doctorate programs are developed.

8 Curriculum/Training/Program Impact Q. What would the curriculum of a clinical doctorate in genetic counseling include? A first step in curriculum development is to understand and define the body of knowledge and skills needed by the learner to competently perform the job at the level targeted by the degree program. For instance, if the required entry level degree were to be transitioned from the master s to a clinical doctorate, gaps in current training that prevent competent entry-level practice and justify making this transition would need to be identified to define accreditation standards and curriculum content for a clinical doctorate. In general, based on other professions that have made this transition, the training is longer and the credit requirements are greater, but the actual content and structure of the curriculum is profession-specific. In professions that have both a master s degree and a clinical doctorate, the content of the clinical doctorate training generally focuses on more advanced clinical, leadership/management and scholarship skills; again, this is profession-specific. The accreditation standards and resulting curriculum content for either an entry-level or advanced-practice clinical doctorate in genetic counseling would not be determined unless there is a decision for the profession to adopt the clinical doctorate as a standard of training. Q. What will determine whether a Program makes the transition to a clinical doctorate? Currently Programs are housed in a variety of schools/colleges at their institutions. Some are in graduate schools or medical schools while others are in schools of allied health. A clinical doctorate is considered a professional degree (rather than a graduate degree) so this may determine what school can offer the CD degree and whether the department/school hosting an existing master s program could continue to do so. Each university will have to determine whether there is a possible placement for a GC Program wanting to convert to a CD. It will be determined by university policy and other considerations (political, financial, etc.) which are quite complex and will vary from institution to institution. In some cases, the offering of a new degree may also require approval at the state level (e.g. board of education/regents or similar body); the request of an institution to offer a clinical doctorate may be supported or denied at this higher level. Q. What requirements will there be for faculty and instructors in CD programs? It depends upon accreditation standards and on institutional requirements. In general, based on review of other professions with a CD, it is more likely that all or a greater proportion of faculty providing instruction in a doctoral program will be required to have a doctoral degree. There

9 may be specific standards dictating acceptable types of doctoral degrees (CD, PhD, other) and in what discipline they were earned. There may be specific standards dictating if and in what capacity individuals without a doctoral degree may serve in teaching, administrative and/or clinical supervisory roles. If the CD became the terminal degree in genetic counseling, the impact on the ability of genetic counselors holding the master s to have regular or adjunct faculty appointments would likely be institution-specific; pursuing a CD may help some individuals get a faculty appointment, while it may make it more difficult for individuals with a master s to get a faculty appointment if their institution requires one to have the terminal degree in their field. Q. What would be the burden on training programs if practicing GCs had to transition to a clinical doctorate for their current position. There are two aspects of this question. One is whether program faculty would have to return for a CD in order to direct or teach in a CD program. If so, this may impact the availability of program faculty, at least for some period of time. Some institutions have rules about whether employees of a department can earn a degree from a program based in that department, so an individual may or may not be able to pursue the CD locally. The other aspect is the potential burden on programs of accommodating genetic counselors returning to school. This would depend somewhat on whether all master s level genetic counselors were required to transition to the CD or whether the CD were an advanced practice option for practicing genetic counselors. These models have very different implications in terms of the volume of the training pipeline, impact on program resources, impact on first-time students currently in training (i.e. if limited clinical training resources had to be shared), and design of the programs (e.g. whether some proportion of training could be provided online, though this still requires faculty and IT resources). Not all programs training traditional entry-level students may want or be able to establish training programs for master s prepared individuals returning to school. US/Canada Impact Q: Although this does not currently impact Canada and possibly other nations, the International Genetic Counseling SIG has members from many countries and this decision will ultimately affect our relationships with these other counselors, correct? The Canadian Association of Genetic Counsellors (CAGC) is currently researching potential impacts on Canadian practice, and its findings will be presented to the CAGC membership. CAGC membership feedback will be elicited as part of the process of determining CAGC s position on the clinical doctorate. The CAGC has proposed that the GCADTF appoint a representative to consult with other countries (Australia and Great Britain) on what impacts this will have on international genetic counselling practice. As well, the CAGC has proposed consultation with the Transnational

10 Alliance for Genetic Counseling (TAGC). The TAGC is working to address the recognition of genetic counselling credentials between countries. Q: A lot of Canadians train in the United States. Would this impact admission of Canadian students to a program since clinical doctorates are not recognized in Canada? There are a number of clinical doctorate programs in other professions in Canada. It is still unknown if clinical doctorates for genetic counseling will be recognized any differently from masters-level genetic counsellors in Canada. The process of determining the impacts of the clinical doctorate and the CAGC position on the clinical doctorate question is underway. The CAGC Certification Committee will review the proposed models of clinical doctorate implementation presented by ABGC. The CAGC Certification Committee will develop a position on how it would assess the eligibility of clinical doctorate graduates to write the Canadian certification examination. We do not predict that admissions of Canadian candidates into US clinical doctorate programs would be impacted. It is the candidate s responsibility to insure that his/her degree would be recognized in the country where he/she seeks employment. Q: Why is this considered as an issue relevant to only those GCs who work in the states? The webinar was developed to address the question of the potential introduction of the clinical doctorate for genetic counseling practice in the United States. However, this is not considered an issue that is only relevant to GCs working within the US. Research needs to be done on the potential impact of introducing such training in Canada. The Canadian Association of Genetic Counsellors (CAGC) is currently researching potential impacts on Canadian practice, and its findings will be presented to the CAGC membership. CAGC membership feedback will be elicited as part of the process of determining CAGC s position on the clinical doctorate. Summary of Issues to Explore to Determine the Impact in Canada: All genetic counselling programs in Canada (University of British Columbia, University of Toronto, McGill University and Université de Montréal) will be contacted about their opinions on whether the clinical doctorate could be offered at their institution. The CAGC Certification Committee will review the proposed models of clinical doctorate implementation presented by the ABGC. This committee will formulate a position on how the Canadian Certification Committee would assess the eligibility of clinical doctorate graduates to write the certification examination. The CAGC will explore the potential impact of the introduction of the clinical doctorate on Canadian genetic counselling practice. This will include but not be restricted to the following areas: o The potential of creating a two-tiered genetic counselling workforce.

11 o The impact on the pursuit of regulation. Note: Genetic counselling is not a regulated profession in Canada under any provincial Health Act, except delegated medical functions at Maritime Medical Genetics Service, Nova Scotia. o The view of Canadian employers towards clinical doctorate credentials: Does current MSc training fulfill their needs? What are their perceptions about a clinical doctorate? o The opinions of other professional colleagues: What would the impact be on other physicians and healthcare providers? Does current MSc training fulfill their needs? What are their perceptions about a clinical doctorate? o The experience of other professions with clinical doctorate credentials in Canada

CANADIAN CERTIFIED GENETIC COUNSELLORS QUALIFIED AND COMPETENT GENETIC COUNSELLING SERVICE PROVIDERS

CANADIAN CERTIFIED GENETIC COUNSELLORS QUALIFIED AND COMPETENT GENETIC COUNSELLING SERVICE PROVIDERS CANADIAN CERTIFIED GENETIC COUNSELLORS QUALIFIED AND COMPETENT GENETIC COUNSELLING SERVICE PROVIDERS THE FUTURE OF GENETICS IN HEALTH CARE IS HERE. CERTIFIED GENETIC COUNSELLORS ARE SPECIALLY TRAINED TO

More information

Genetic Counseling Services Working Group Report

Genetic Counseling Services Working Group Report Genetic Counseling Services Working Group Report Presented by Kelly Ormond (on behalf of NSGC) Andy Faucett (on behalf of ABGC) Judith Cooksey (HRSA Workforce Study) and Judith Lewis (ISONG) also present

More information

http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers

http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers http://www.bls.gov/oco/ocos014.htm Medical and Health Services Managers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings *

More information

NSGC REPORT Genetic counselor training programs: capacities and needs

NSGC REPORT Genetic counselor training programs: capacities and needs NSGC REPORT Genetic counselor training programs: capacities and needs Presented by Robin L. Bennett, MS, CGC Past-President President I, NSGC NSGC The leading voice, authority and advocate for the genetic

More information

Answers to Legislative Questionnaire for New or Expanded Regulation of Health Occupations (Licensing)

Answers to Legislative Questionnaire for New or Expanded Regulation of Health Occupations (Licensing) Answers to Legislative Questionnaire for New or Expanded Regulation of Health Occupations (Licensing) Respectfully submitted by the Minnesota Genetic Counselors Association (MNGCA) January 2, 2014 1. How

More information

Understanding the Doctor of Nursing Practice (DNP): Evolution, Perceived Benefits and Challenges

Understanding the Doctor of Nursing Practice (DNP): Evolution, Perceived Benefits and Challenges Understanding the Doctor of Nursing Practice (DNP): Evolution, Perceived Benefits and Challenges Background Controversy regarding educational requirements for entry into professional practice is not new

More information

Nova Scotia Board of Examiners in Psychology

Nova Scotia Board of Examiners in Psychology Nova Scotia Board of Examiners in Psychology Suite 455, 5991 Spring Garden Road Halifax, Nova Scotia B3H 1Y6 www.nsbep.org Telephone: (902) 423-2238 Fax: (902) 423-0058 Registration Requirements As per

More information

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions On October 25, 2004, the members of the American Association of Colleges of Nursing (AACN) endorsed the Position Statement on the Practice

More information

http://www.bls.gov/oco/ocos067.htm Counselors

http://www.bls.gov/oco/ocos067.htm Counselors http://www.bls.gov/oco/ocos067.htm Counselors * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data * Related Occupations

More information

G.D. 8a MEMORANDUM. Board of Regents

G.D. 8a MEMORANDUM. Board of Regents MEMORANDUM To: From: Subject: Board of Regents Board Office Request to Establish Master s and Doctoral Degree Programs in Community and Behavioral Health in the College of Public Health at the University

More information

DEPARTMENT PLAN. The Department of Counseling, Educational, and Developmental Psychology. College of Education and Human Development

DEPARTMENT PLAN. The Department of Counseling, Educational, and Developmental Psychology. College of Education and Human Development 10/23/03 DEPARTMENT PLAN The Department of Counseling, Educational, and Developmental Psychology College of Education and Human Development Eastern Washington University Cheney ω Spokane Washington Formally

More information

the Doctor of Audiology Degree (AuD)

the Doctor of Audiology Degree (AuD) SAC Position Paper on the Doctor of Audiology Degree (AuD) Speech-Language and Audiology Canada #1000-1 rue Nicholas St. Ottawa, ON K1N 7B7 613.567.9968 1.800.259.8519 info@sac-oac.ca www.sac-oac.ca September,

More information

Policy Changes Adopted on Second Reading

Policy Changes Adopted on Second Reading Assumed Practices Policy Changes Adopted on Second Reading The Board of Trustees adopted these policies on second reading at its meeting on June 26, 2015. Background Adjustments to the Criteria for Accreditation

More information

Raising the Educational Requirement for Entry into the Profession of Nutrition and Dietetics: What Does the Evidence Show?

Raising the Educational Requirement for Entry into the Profession of Nutrition and Dietetics: What Does the Evidence Show? Raising the Educational Requirement for Entry into the Profession of Nutrition and Dietetics: What Does the Evidence Show? Ana Abad-Jorge, EdD, MS, RDN, CNSC NDEP Region 6 Director Nutrition and Dietetic

More information

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving

More information

Assumed Practices. Policy Changes Proposed on First Reading

Assumed Practices. Policy Changes Proposed on First Reading Assumed Practices Policy Changes Proposed on First Reading Background Adjustments to the Criteria for Accreditation or Assumed Practices are considered by the Board annually, usually with first reading

More information

Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB)

Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB) Policy on Academic Tracks and Promotions for the School of Nursing (SON) at the American University of Beirut (AUB) Preamble The School of Nursing currently has 2 tracks, Academic and Clinical. The Academic

More information

http://www.bls.gov/oco/ocos060.htm Social Workers

http://www.bls.gov/oco/ocos060.htm Social Workers http://www.bls.gov/oco/ocos060.htm Social Workers * Nature of the Work * Training, Other Qualifications, and Advancement * Employment * Job Outlook * Projections Data * Earnings * OES Data * Related Occupations

More information

ASSISTANT PROFESSOR OF SECONDARY EDUCATION GENERAL METHODS AND CURRICULUM IN SECONDARY SCHOOLS

ASSISTANT PROFESSOR OF SECONDARY EDUCATION GENERAL METHODS AND CURRICULUM IN SECONDARY SCHOOLS ASSISTANT PROFESSOR OF SECONDARY EDUCATION GENERAL METHODS AND CURRICULUM IN SECONDARY SCHOOLS departments are staffed by 68 full-time faculty members. Teacher education programs are accredited by NCATE.

More information

NOTES FROM THE DISCUSSION FOR ISSUE I The Ph.D. Shortage In Communication Sciences And Disorders

NOTES FROM THE DISCUSSION FOR ISSUE I The Ph.D. Shortage In Communication Sciences And Disorders 47 NOTES FROM THE DISCUSSION FOR ISSUE I The Ph.D. Shortage In Communication Sciences And Disorders The outcome of the discussions included the following recommended ACTIONS for working through the extending

More information

PLEASE NOTE. For more information concerning the history of these regulations, please see the Table of Regulations.

PLEASE NOTE. For more information concerning the history of these regulations, please see the Table of Regulations. PLEASE NOTE This document, prepared by the Legislative Counsel Office, is an office consolidation of this regulation, current to February 25, 2006. It is intended for information and reference purposes

More information

CLINICAL DEPARTMENTS STATEMENT OF FACULTY ORGANIZATION, STANDARDS AND CRITERIA FOR RANK (Approved 9/27/94) (Revised 10/13/04, 12/20/05, 12/2007)

CLINICAL DEPARTMENTS STATEMENT OF FACULTY ORGANIZATION, STANDARDS AND CRITERIA FOR RANK (Approved 9/27/94) (Revised 10/13/04, 12/20/05, 12/2007) CLINICAL DEPARTMENTS STATEMENT OF FACULTY ORGANIZATION, STANDARDS AND CRITERIA FOR RANK (Approved 9/27/94) (Revised 10/13/04, 12/20/05, 12/2007) INTRODUCTION Each Clinical Department 1 will develop the

More information

Canada s Agreement on Internal Trade (AIT): Some things to think about for the practice and mobility of psychology and other health practitioners

Canada s Agreement on Internal Trade (AIT): Some things to think about for the practice and mobility of psychology and other health practitioners Canada s Agreement on Internal Trade (AIT): Some things to think about for the practice and mobility of psychology and other health practitioners What is the AIT 1?...The AIT, an agreement first signed

More information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information

Education Administrator, Director and Principal Careers, Jobs, and Employment Information Education Administrator, Director and Principal Careers, Jobs, and Employment Information Career and Job Highlights for Education Administrators Qualifications such a master s or doctoral degree and experience

More information

Future Model. FREQUENTLY ASKED QUESTIONS Recommended Model for Future Education in Nutrition and Dietetics July, 2015

Future Model. FREQUENTLY ASKED QUESTIONS Recommended Model for Future Education in Nutrition and Dietetics July, 2015 FREQUENTLY ASKED QUESTIONS Recommended Model for Future Education in Nutrition and Dietetics July, 2015 In February 2015, ACEND released the Rationale Document, which included recommendations for the future

More information

The Doctor of Nursing Practice: A Report on Progress. C. Fay Raines, PhD, RN President American Association of Colleges of Nursing March 21, 2010

The Doctor of Nursing Practice: A Report on Progress. C. Fay Raines, PhD, RN President American Association of Colleges of Nursing March 21, 2010 The Doctor of Nursing Practice: A Report on Progress C. Fay Raines, PhD, RN President American Association of Colleges of Nursing March 21, 2010 Creating the Future The movement to the DNP is about producing

More information

Coming to America: Supervised clinical practice as a requirement for licensure

Coming to America: Supervised clinical practice as a requirement for licensure Coming to America: Supervised clinical practice as a requirement for licensure Joni Kalis, PT and Mary Keehn, PT, FSBPT Foreign Educated Standards Committee Note: The following article was developed from

More information

The Patient Protection & Affordable Care Act: Proposed Action Steps For School Psychologists

The Patient Protection & Affordable Care Act: Proposed Action Steps For School Psychologists The Patient Protection & Affordable Care Act: Proposed Action Steps For School Psychologists Background about the Patient Protection and Affordable Care Act (ACA) The Supreme Court decision in 2012 upholding

More information

THE COLLEGE OF PSYCHOLOGISTS OF ONTARIO L'ORDRE DES PSYCHOLOGUES DE L'ONTARIO ENTRY-TO-PRACTICE REVIEW

THE COLLEGE OF PSYCHOLOGISTS OF ONTARIO L'ORDRE DES PSYCHOLOGUES DE L'ONTARIO ENTRY-TO-PRACTICE REVIEW THE COLLEGE OF PSYCHOLOGISTS OF ONTARIO L'ORDRE DES PSYCHOLOGUES DE L'ONTARIO ENTRY-TO-PRACTICE REVIEW March 2011 Table of Contents Executive Summary..... 2 General Objectives and Scope.....2 Section (A)

More information

So You Want to Be a Nurse Practitioner? Choose the Right Program Marie Napolitano, PhD, FNP, Tracy A. Klein, PhD, FNP

So You Want to Be a Nurse Practitioner? Choose the Right Program Marie Napolitano, PhD, FNP, Tracy A. Klein, PhD, FNP So You Want to Be a Nurse Practitioner? Choose the Right Program Marie Napolitano, PhD, FNP, Tracy A. Klein, PhD, FNP Oct 22, 2012 Finding a Nurse Practitioner Program www.medscape.com Nurse practitioner

More information

ASSOCIATE DEAN OF NURSING, BYRDINE F. LEWIS CHAIR (Salary Range $130,000 to $160,000)

ASSOCIATE DEAN OF NURSING, BYRDINE F. LEWIS CHAIR (Salary Range $130,000 to $160,000) ASSOCIATE DEAN OF NURSING, BYRDINE F. LEWIS CHAIR (Salary Range $130,000 to $160,000) Job Description: The Associate Dean is the program administrator of the School of Nursing appointed by the Dean of

More information

NEPAB. Nursing Education Program Approval Board

NEPAB. Nursing Education Program Approval Board NEPAB Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Nurse Practitioner January 2011 Ratified by the College and Association

More information

Counselors. Significant Points

Counselors. Significant Points Counselors (O*NET 21-1011.00, 21-1012.00, 21-1013.00, 21-1014.00, 21-1015.00, 21-1019.99) Significant Points A master s degree generally is required to become a licensed counselor. Job opportunities for

More information

Submitted to the Faculty Senate APC by the Stillman School of Business September 2013

Submitted to the Faculty Senate APC by the Stillman School of Business September 2013 Proposal for New Graduate Accounting Certificate and Request for Approval to offer Accounting/Tax Certificates and Graduate Business Degree Programs at Verizon and other Corporate Locations Submitted to

More information

National Home Inspector Certification Council. Policy & Procedures Manual

National Home Inspector Certification Council. Policy & Procedures Manual National Home Inspector Certification Council Policy & Procedures Manual INTRODUCTION The National Home Inspector Certification Council (NHICC) accreditation is an objective and reliable verification.

More information

FOREIGN QUALIFICATION RECOGNITION. A Review of International Physiotherapy Education Accreditation Systems

FOREIGN QUALIFICATION RECOGNITION. A Review of International Physiotherapy Education Accreditation Systems FOREIGN QUALIFICATION RECOGNITION A Review of International Physiotherapy Education Accreditation Systems Prepared for the College of Physical Therapists of Alberta by Cathryn Beggs November 2013 TABLE

More information

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP) REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,

More information

Applied Behavior Analysis Provider Workgroup

Applied Behavior Analysis Provider Workgroup Applied Behavior Analysis Provider Workgroup REPORT TO THE GOVERNOR AND LEGISLATURE OF SOUTH DAKOTA December 1, 015 Findings and recommendations regarding certification and licensure of applied behavior

More information

POLICIES FOR CHIROPRACTIC SPECIALTY COLLEGES Approved by the CFCREAB Board November 26, 2011

POLICIES FOR CHIROPRACTIC SPECIALTY COLLEGES Approved by the CFCREAB Board November 26, 2011 POLICIES FOR CHIROPRACTIC SPECIALTY COLLEGES Approved by the CFCREAB Board November 26, 2011 SECTION I - INTRODUCTION 1. The CFCREAB The Canadian Federation of Chiropractic Regulatory & Educational Accrediting

More information

External Review of the Health Administration Program College of Business Florida Atlantic University Boca Raton, FL

External Review of the Health Administration Program College of Business Florida Atlantic University Boca Raton, FL External Review of the Health Administration Program College of Business Florida Atlantic University Boca Raton, FL Dr. Ashish Chandra, Dr. Grant T. Savage, and Dr. Rose Sherman Site Visit Dates: April

More information

Medicaid Support for Community Prevention

Medicaid Support for Community Prevention Medicaid Support for Community Prevention ASTHO Million Hearts Peer Call April 4, 2014 Anne De Biasi Director of Policy Development About TFAH: Who We Are Trust for America s Health (TFAH) is a non-profit,

More information

Printer Friendly Version

Printer Friendly Version Printer Friendly Version EXAMINATION PREPARATION MANUAL FOR BOARD CERTIFICATION IN ORGANIZATION AND BUSINESS CONSULTING PSYCHOLOGY BY The American Board of Organizational and Business Consulting Psychology,

More information

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11

College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs

More information

MEDICAL BOARD STAFF REPORT

MEDICAL BOARD STAFF REPORT Agenda Item 5 MEDICAL BOARD STAFF REPORT DATE REPORT ISSUED: April 16, 2014 ATTENTION: Medical Board of California SUBJECT: Recognition of International Medical School Medical University of the Americas

More information

Need, Supply & Demand of Psychologists in Canada: Follow-up to Canadian Psychological Association Summit

Need, Supply & Demand of Psychologists in Canada: Follow-up to Canadian Psychological Association Summit Need, Supply & Demand of Psychologists in Canada: Follow-up to Canadian Psychological Association Summit October 29, 2014 Montreal, QC Lisa Votta-Bleeker, Ph.D. Canadian Psychological Association When,

More information

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization

More information

Florida Gulf Coast University Board of Trustees April 21, 2015

Florida Gulf Coast University Board of Trustees April 21, 2015 ITEM: 10 Florida Gulf Coast University Board of Trustees April 21, 2015 SUBJECT: New Degree Program: Bachelor of Music Therapy PROPOSED BOARD ACTION Approve the Bachelor of Music Therapy (B.M.T.) new degree

More information

School of Accounting Florida International University Strategic Plan 2012-2017

School of Accounting Florida International University Strategic Plan 2012-2017 School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue

More information

I. INTRODUCTION INTRODUCTION TO ACCREDITATION

I. INTRODUCTION INTRODUCTION TO ACCREDITATION I. INTRODUCTION INTRODUCTION TO ACCREDITATION Accreditation is a system for recognizing educational institutions and professional programs affiliated with those institutions for a level of performance,

More information

Genetics Education Pipeline and Workforce. Catherine Wicklund, MS, CGC Immediate Past President National Society of Genetic Counselors July 28, 2008

Genetics Education Pipeline and Workforce. Catherine Wicklund, MS, CGC Immediate Past President National Society of Genetic Counselors July 28, 2008 Genetics Education Pipeline and Workforce Catherine Wicklund, MS, CGC Immediate Past President National Society of Genetic Counselors July 28, 2008 Overview Describe Genetic healthcare providers Genetic

More information

THE GRADUATE SCHOOL CREIGHTON UNIVERSITY. By-Laws. ARTICLE I Definitions

THE GRADUATE SCHOOL CREIGHTON UNIVERSITY. By-Laws. ARTICLE I Definitions THE GRADUATE SCHOOL CREIGHTON UNIVERSITY A. Organization and Responsibilities By-Laws ARTICLE I Definitions The Graduate School of the Creighton University is charged with promoting graduate studies and

More information

Assessment Plan Undergraduate Major in Accounting J. M. Tull School of Accounting Terry College of Business

Assessment Plan Undergraduate Major in Accounting J. M. Tull School of Accounting Terry College of Business Assessment Plan Undergraduate Major in Accounting J. M. Tull School of Accounting Terry College of Business The major: Accounting majors prepare for careers in business and accounting and increasingly

More information

Nurse Practitioner Education in Canada

Nurse Practitioner Education in Canada 0 Nurse Practitioner Education in Canada Final Report November 2011 1 2 Contents Background...4 Key Findings on Nurse Practitioner Programs in Canada...5 Nursing Programs in Canada...5 Age of Nurse Practitioner

More information

HEALTH INFORMATION MANAGEMENT (HIM) HUMAN RESOURCE PACKAGE

HEALTH INFORMATION MANAGEMENT (HIM) HUMAN RESOURCE PACKAGE HEALTH INFORMATION MANAGEMENT (HIM) HUMAN RESOURCE PACKAGE Revised July 2013 TABLE OF CONTENTS Historical Background Education and Registration Mandate of the Canadian College of HIM 1 How Does the Organization

More information

Labour Mobility Act QUESTIONS AND ANSWERS

Labour Mobility Act QUESTIONS AND ANSWERS Labour Mobility Act QUESTIONS AND ANSWERS Background: Agreement on Internal Trade... 1 Background: Labour Mobility Act... 3 Economic Impacts... 5 Role of Professional and Occupational Associations... 5

More information

FREQUENTLY ASKED QUESTIONS ABOUT ADMISSIONS TO THE MS HUMAN GENETICS AND GENETIC COUNSELING PROGRAM Updated October 2014

FREQUENTLY ASKED QUESTIONS ABOUT ADMISSIONS TO THE MS HUMAN GENETICS AND GENETIC COUNSELING PROGRAM Updated October 2014 FREQUENTLY ASKED QUESTIONS ABOUT ADMISSIONS TO THE MS HUMAN GENETICS AND GENETIC COUNSELING PROGRAM Updated October 2014 General questions about applications and the program 1. Q: Can I apply for winter

More information

BOARD OF GOVERNORS STATE UNIVERSITY SYSTEM OF FLORIDA NEW DOCTORAL DEGREE PROPOSAL STAFF ANALYSIS

BOARD OF GOVERNORS STATE UNIVERSITY SYSTEM OF FLORIDA NEW DOCTORAL DEGREE PROPOSAL STAFF ANALYSIS BOARD OF GOVERRS STATE UNIVERSITY SYSTEM OF FLORIDA NEW DOCTORAL DEGREE PROPOSAL STAFF ANALYSIS Program: Doctor of Social Work CIP Code: 51.1503 Institution: Florida Atlantic University Proposed Implementation

More information

PROGRAM EVALUATION REPORT 2013-2014 Counselor Education M.A. and Ph.D. Programs - Western Michigan University. Field Supervisor and Employer Survey

PROGRAM EVALUATION REPORT 2013-2014 Counselor Education M.A. and Ph.D. Programs - Western Michigan University. Field Supervisor and Employer Survey PROGRAM EVALUATION REPORT 2013-2014 Counselor Education M.A. and Ph.D. Programs - Western Michigan University The Department of Counselor Education and Counseling Psychology conducts systematic evaluations

More information

Comprehensive Assessment Plan (CAP) Report 2012-2013. The University of Alabama. Executive Summary Report for the Public

Comprehensive Assessment Plan (CAP) Report 2012-2013. The University of Alabama. Executive Summary Report for the Public Comprehensive Assessment Plan (CAP) Report 2012-2013 The University of Alabama Executive Summary Report for the Public (Adopted by Faculty - January 31, 2014 (Approved by the Counselor Education Advisory

More information

SECURING THE FUTURE. Of the Accounting Profession in Bermuda CPA BERMUDA PROPOSAL VISION BACKGROUND

SECURING THE FUTURE. Of the Accounting Profession in Bermuda CPA BERMUDA PROPOSAL VISION BACKGROUND CPA BERMUDA PROPOSAL VISION To be the pre-eminent, internationally recognized accounting designation and business credential in Bermuda that best protects and serves the public interest. BACKGROUND The

More information

Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists

Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists Frequently Asked Questions about the revision of APA s Model Act for State Licensure of Psychologists Why does APA have a Model Act? APA s Model Act consolidates APA s policies relevant to the licensed

More information

MEMORANDUM. Approval of the Master of Accounting Degree Program, Iowa State University

MEMORANDUM. Approval of the Master of Accounting Degree Program, Iowa State University MEMORANDUM To: From: Subject: Board of Regents Board Office Approval of the Master of Accounting Degree Program, Iowa State University Date: January 31, 2000 Recommended Action: Approve the Master of Accounting

More information

Canadian Association of Speech-Language Pathologists and Audiologists: University Programs in Audiology 2010

Canadian Association of Speech-Language Pathologists and Audiologists: University Programs in Audiology 2010 Canadian Association of Speech-Language Pathologists and Audiologists: Programs in Audiology 2010 Final Report December 2010 Canadian Association of Speech-Language Pathologists and Audiologists: Overview

More information

Teaching Faculty Policy

Teaching Faculty Policy Teaching Faculty Policy Revised: September 1, 2011 Entities Affected by this Policy All full-time non-tenure track teaching and clinical faculty Issuing Office Office of the Provost Contents I. Overview...

More information

THE BUSINESS PLAN for the Regulation of Pharmacy Technicians by the Saskatchewan College of Pharmacists

THE BUSINESS PLAN for the Regulation of Pharmacy Technicians by the Saskatchewan College of Pharmacists THE BUSINESS PLAN for the Regulation of Pharmacy Technicians by the Saskatchewan College of Pharmacists Submitted to the Council of the Saskatchewan College of Pharmacists Pharmacy Technician Regulation

More information

STUDENT ACHIEVEMENT REPORT 2013/2014. with its mission. Amberton University is a specialized institution designed to meet the specific

STUDENT ACHIEVEMENT REPORT 2013/2014. with its mission. Amberton University is a specialized institution designed to meet the specific STUDENT ACHIEVEMENT REPORT 2013/2014 Amberton University evaluates success with respect to student achievement consistent with its mission. Amberton University is a specialized institution designed to

More information

AAMFT MEMBERSHIP GUIDELINES POLICIES, STANDARDS, REQUIREMENTS AND APPLICATION PROCESSES. Last Revised: January 2012

AAMFT MEMBERSHIP GUIDELINES POLICIES, STANDARDS, REQUIREMENTS AND APPLICATION PROCESSES. Last Revised: January 2012 AAMFT MEMBERSHIP GUIDELINES POLICIES, STANDARDS, REQUIREMENTS AND APPLICATION PROCESSES Last Revised: January 2012 1 TABLE OF CONTENTS Standards at a Glance 3 Clinical Fellow Definition and Process 4 Member

More information

Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards An AACSB White Paper issued by:

Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards An AACSB White Paper issued by: Deploying Professionally Qualified Faculty: An Interpretation of AACSB Standards An AACSB White Paper issued by: AACSB Accreditation Coordinating Committee AACSB Accreditation Quality Committee January

More information

Social Worker Overview The Field - Preparation - Day in the Life - Earnings - Employment - Career Path Forecast - Professional Organizations

Social Worker Overview The Field - Preparation - Day in the Life - Earnings - Employment - Career Path Forecast - Professional Organizations Social Worker Overview The Field - Preparation - Day in the Life - Earnings - Employment - Career Path Forecast - Professional Organizations The Field Social work is a profession for those with a strong

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

Organization of the health care system and the recent/evolving human resource agenda in Canada

Organization of the health care system and the recent/evolving human resource agenda in Canada Organization of the health care system and the recent/evolving human resource agenda in Canada 1. Organization - the structural provision of health care. Canada has a predominantly publicly financed health

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives

Delivered in an Online Format. Revised November 1, 2014. I. Perspectives 1 Prospectus of the Ed.D. in Curriculum and Instruction Delivered in an Online Format Revised November 1, 2014 I. Perspectives The online Doctor of Education (Ed.D.) in Curriculum is a graduate degree

More information

TESL CANADA FEDERATION NATIONAL PROFESSIONAL CERTIFICATION STANDARDS

TESL CANADA FEDERATION NATIONAL PROFESSIONAL CERTIFICATION STANDARDS TESL CANADA FEDERATION NATIONAL PROFESSIONAL CERTIFICATION STANDARDS Page Description TABLE OF CONTENTS 1 Table of Contents 2 Introduction Purpose and Benefits 3 5 Definition of Terms 6 9 Standard Descripts

More information

APBA 2009 Professional Employment Survey Results

APBA 2009 Professional Employment Survey Results APBA 2009 Professional Employment Survey Results Background One of the ways APBA will serve its members and the field of applied behavior analysis is by conducting membership surveys on issues that are

More information

Intent to Plan Master of Arts in Clinical Psychology. West Liberty University

Intent to Plan Master of Arts in Clinical Psychology. West Liberty University Intent to Plan Master of Arts in Clinical Psychology West Liberty University Prepared: April 2016 1 NOTIFICATION OF INTENT TO DEVELOP A NEW MASTER S PROGRAM WHEN A MAJOR EXISTS UNIVERSITY: West Liberty

More information

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE CLINICAL DOCTORATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The

More information

Standards and Guidelines for Post-Certification Graduate Athletic Training Education Programs Jan 2002

Standards and Guidelines for Post-Certification Graduate Athletic Training Education Programs Jan 2002 Standards and Guidelines for Post-Certification Graduate Athletic Training Education Programs Jan 2002 PREFACE Since 1969, the National Athletic Trainers Association (NATA) Professional Education Committee

More information

MEMORANDUM. Request to Establish a Clinical Doctorate of Audiology (AuD), SUI

MEMORANDUM. Request to Establish a Clinical Doctorate of Audiology (AuD), SUI MEMORANDUM G.D. 3i To: From: Subject: Board of Regents Board Office Request to Establish a Clinical Doctorate of Audiology (AuD), SUI Date: March 3, 2003 Recommended Action: Approve the University of Iowa

More information

NEW YORK S GROWING DEMAND

NEW YORK S GROWING DEMAND Nurses and Allied Health Professionals NEW YORK S GROWING DEMAND Results from the 2011 Health Care Professionals Workforce Survey JUNE 2011 Published by The 2011 Health Care Professionals Workforce Survey

More information

Doctor of Nursing Practice Progress and Opportunities for the Future

Doctor of Nursing Practice Progress and Opportunities for the Future Doctor of Nursing Practice Progress and Opportunities for the Future C. Fay Raines, PhD, RN Dean, College of Nursing University of Alabama in Huntsville Past President, American Association of Colleges

More information

An Invitation to Apply:

An Invitation to Apply: An Invitation to Apply: The University of Tampa College of Natural and Health Sciences: Department of Nursing Tenure Track Nurse Practitioner Faculty Member With Concentration In Care of Older Adults THE

More information

COLLEGE OF ARTS AND LETTERS GRADUATE TEACHING CERTIFICATION STANDARDS. Updated October 21, 2015

COLLEGE OF ARTS AND LETTERS GRADUATE TEACHING CERTIFICATION STANDARDS. Updated October 21, 2015 COLLEGE OF ARTS AND LETTERS GRADUATE TEACHING CERTIFICATION STANDARDS Updated October 21, 2015 According to the Faculty Handbook of Old Dominion University: Faculty are to be certified for graduate instruction

More information

MARCH 2014 www.calhospital.org

MARCH 2014 www.calhospital.org Critical Roles: California s Allied Health Workforce Follow-Up Report MARCH 2014 www.calhospital.org Background In February 2011, the California Hospital Association (CHA) Workforce Committee released

More information

Can Licensed Mental Health Counselors Administer and Interpret Psychological Tests?

Can Licensed Mental Health Counselors Administer and Interpret Psychological Tests? Can Licensed Mental Health Counselors Administer and Interpret Psychological Tests? ANALYSIS AND POSITION PAPER BY THE NATIONAL BOARD OF FORENSIC EVALUATORS The National Board of Forensic Evaluators (NBFE)

More information

For any principle that received a no above, please explain: State University System Academic Degree Program Approval

For any principle that received a no above, please explain: State University System Academic Degree Program Approval BILL #: HB 1801 (PCB CU 01-01) HOUSE OF REPRESENTATIVES AS REVISED BY THE COMMITTEE ON EDUCATION APPROPRIATIONS ANALYSIS RELATING TO: SPONSOR (S): TIED BILL (S): The University of West Florida and Florida

More information

Tri-Council for Nursing

Tri-Council for Nursing For Immediate Release Tri-Council for Nursing Issues New Consensus Policy Statement on the Educational Advancement of Registered Nurses WASHINGTON, D.C., May 14, 2010 In light of the recent passage of

More information

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011

KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 I. EXECUTIVE AUTHORITY KECK SCHOOL OF MEDICINE GOVERNANCE DOCUMENT June 20, 2011 As a non-profit public benefit corporation, the University of Southern California (USC) is governed by the Board of Trustees.

More information

ADDITIONAL LSBN EXPLANATION IF NECESSARY SELF-STUDY PAGE REFERENCE(S)

ADDITIONAL LSBN EXPLANATION IF NECESSARY SELF-STUDY PAGE REFERENCE(S) LOUISIANA STATE BOARD OF NURSING ADDENDUM TO THE NATIONAL LEAGUE FOR NURSING ACCREDITING COMMISSION (NLNAC) OR COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE) REPORT LAC 46: XLVII. 4509.E STANDARDS AND

More information

n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222.

n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to

More information

Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs

Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Revised July 1, 1992 Revised July 1, 1993 Amended April 1995 Amended June 1998 Amended July 1999 Revised November

More information

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH

REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH REGULATION 5.1 HIGHER DOCTORATES, THE DEGREE OF DOCTOR OF PHILOSOPHY, PROFESSIONAL DOCTORATES AND MASTERS DEGREES BY RESEARCH PART A GENERAL PART B HIGHER DOCTORATES PART B THE SCHEDULE PART C THE DEGREE

More information

UT HEALTH SCIENCE CENTER

UT HEALTH SCIENCE CENTER FACULTY RESEARCH The (UTHSC) College of Nursing invites applications for the position of a full-time tenure track position as a faculty member in the department of Advanced Practice and Doctoral Studies.

More information

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016 STATE OF IOWA MARCH 2, 2016 REHABILITATION AND COUNSELOR EDUCATION PROGRAMS ACCREDITATION REPORT AT THE UNIVERSITY OF IOWA Contact: Diana Gonzalez Action Requested: Receive the accreditation report from

More information

Optional Pathways to RHIA Certification

Optional Pathways to RHIA Certification Optional Pathways to RHIA Certification A CAHIIM Report 2013 Introduction The healthcare industry recognizes the long-standing Registered Health Information Administrator (RHIA) credential offered by the

More information

Administrative Rules for Social Workers Windows Draft for Public Review and Comments September 21, 2015. Table of Contents

Administrative Rules for Social Workers Windows Draft for Public Review and Comments September 21, 2015. Table of Contents Administrative Rules for Social Workers Windows Draft for Public Review and Comments September 21, 2015 Page 1 Table of Contents Part 1 General Information 1.1 Administrative Rules 1.2 General Definitions

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15)

STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15) Standard 1 The program meets graduate achievement measures and program outcomes related to its mission and goals. REQUIRED ELEMENTS: 1A The mission 1 of the program is written and compatible with the mission

More information

CAAL 04-05-12 Agenda Item 3h New Program Proposal Master of Science in Nursing Family Nurse Practitioner Francis Marion University.

CAAL 04-05-12 Agenda Item 3h New Program Proposal Master of Science in Nursing Family Nurse Practitioner Francis Marion University. New Program Proposal Master of Science in Nursing Family Nurse Practitioner Francis Marion University Summary Francis Marion University requests approval to offer a program leading to the Master of Science

More information

Preparing to Take the Certification Exam

Preparing to Take the Certification Exam Page 1 Preparing to Take the Certification Exam SECTION I Page 2 Page 3 The Certification Process and the Exam CHAPTER 1 If you are reading this book, you are getting ready to take either the American

More information