Key Elements. ❑ A mentorship relationship includes the nurse doing the mentoring to: ❑ plan the mentorship experience based on the learning needs of the nurse being mentored, including the identification and co-ordination of learning opportunities with other health care providers; ❑ assess the ongoing competence/development of competencies of the nurse being mentored, including assessments of competence gaps, risk management in relation to patient care, and co-ordination of learning experiences; ❑ assist the nurse being mentored to effectively meet patient care needs; ❑ be responsible for the management of learning for the nurse being mentored; ❑ participate in direct skill transfer where there is responsibility for the management of learning for the nurse being mentored; ❑ evaluate the learning experience of the nurse being mentored throughout the duration of the mentorship relationship, including the provision of written and/or verbal reports to management regarding progress towards goal achievement. ❑ It is recognized that the mentor and the nurse being mentored may not be together at all times during the mentorship period. ❑ The Hospital will pay the nurse for doing this assigned responsibility [mentoring] a premium of sixty (60) cents per hour, in addition to her or his regular salary and applicable premium allowance. ❑ The Hospital will review the workload of the mentor and the nurse being mentored to facilitate successful completion of the mentorship assignment.
Key Elements. A mentorship relationship includes the nurse doing the mentoring to: • plan the mentorship experience based on the learning needs of the nurse being mentored, including the identification and co-ordination of learning opportunities with other health care providers; • assess the ongoing competence/development of competencies of the nurse being mentored, including assessments of competence gaps, risk management in relation to patient care, and co-ordination of learning experiences; • assist the nurse being mentored to effectively meet patient care needs; • be responsible for the management of learning for the nurse being mentored; • participate in direct skill transfer where there is responsibility for the management of learning for the nurse being mentored; • evaluate the learning experience of the nurse being mentored throughout the duration of the mentorship relationship, including the provision of written and/or verbal reports to management regarding progress towards goal achievement. It is recognized that the mentor and the nurse being mentored may not be together at all times during the mentorship period. The Hospital will pay the nurse for doing this assigned responsibility [mentoring] a premium of sixty (60) cents per hour, in addition to her or his regular salary and applicable premium allowance. The Hospital will review the workload of the mentor and the nurse being mentored to facilitate successful completion of the mentorship assignment. Implementation A Hospital may implement a mentorship relationship at any time during a nurse’s employment when: • the nurse is experiencing difficulty in meeting standards of practice; • the nurse has a competency gap; • one-on-one management of the learning experience from an expert/ experienced nurse will be of assistance. Mentoring may be implemented in various circumstances such as new hires to a unit; a nurse returns from a layoff or leave of absence (including sick leave or long term disability) or for purposes of cross-training. This list is not all-inclusive and, as such, other circumstances may arise where the Hospital determines that a nurse requires mentoring. The decision to implement a mentorship experience as a mechanism to assist a nurse to meet standards of practice is the responsibility of the employer. The Hospital will provide, on a regular basis, all nurses with an opportunity to indicate their interest in assuming a mentorship role, through a mechanism determined by the local ...
Key Elements. All persons who are bound by this code shall:
Key Elements. All persons who are bound by this code shall: • Not act in a manner unbecoming, or contrary to the interests of Fencing Victoria. • Treat people involved in Fencing with courtesy, respect and proper regard for their rights and obligations. • Treat another person’s property with respect and due consideration of its value. • Demonstrate a positive commitment to Fencing Victoria policies, rules and procedures. • Not misuse funds or property belonging to another party. • Respect the law and customs of the places they visit including foreign countries. • Respect the confidentiality of information, which comes to them in the course of their duties. • Uphold and not injure or compromise the standing and reputation of Fencing within Victoria.
Key Elements. A mentorship relationship includes the nurse doing the mentoring to: plan the mentorship experience based on the learning needs of the nurse being mentored, including the identification and co-ordination of learning opportunities with other health care providers. assess the ongoing competence/development of competencies of the nurse being mentored, including assessments of competence gaps, risk management in relation to patient care, and co-ordination of learning experiences. assist the nurse being mentored to effectively meet patient care needs. be responsible for the management of learning for the nurse being mentored. participate in direct skill transfer where there is responsibility for the management of learning for the nurse being mentored. evaluate the learning experience of the nurse being mentored throughout the duration of the mentorship relationship, including the provision of written and/or verbal reports to management regarding progress towards goal achievement. It is recognized that the mentor and the nurse being mentored may not be together at all times during the mentorship period. The Hospital will pay the nurse for doing this assigned responsibility [mentoring] a premium of sixty (60) cents per hour, in addition to their regular salary and applicable premium allowance. The Hospital will review the workload of the mentor and the nurse being mentored to facilitate successful completion of the mentorship assignment. Implementation A Hospital may implement a mentorship relationship at any time during a nurse’s employment when: the nurse is experiencing difficulty in meeting standards of practice. the nurse has a competency gap. one-on-one management of the learning experience from an expert/experienced nurse will be of assistance. Mentoring may be implemented in various circumstances such as new hires to a unit; a nurse returns from a layoff or leave of absence (including sick leave or long-term disability) or for purposes of cross-training. This list is not all-inclusive and, as such, other circumstances may arise where the Hospital determines that a nurse requires mentoring. The decision to implement a mentorship experience as a mechanism to assist a nurse to meet standards of practice is the responsibility of the employer. The Hospital will provide, on a regular basis, all nurses with an opportunity to indicate their interest in assuming a mentorship role, through a mechanism determined by the local parties. The Hospital selects and assign...
Key Elements. The following key elements have been agreed by the Parties as critical for managing the transition to the NDIS. The key elements also draw on lessons learned from trial sites and build upon South Australian Government experience and knowledge in funding and managing the state’s disability service system.
Key Elements. (a) A mentorship relationship includes the nurse doing the mentoring to:
Key Elements. The key elements of the Charter School, as set forth in the application, are programs and processes that make this school unique. They will be included in the State Charter School Board annual reviews as assurances or may be included in the School Accountability Measures (number 11). • Large enough student population to offer all programmatic elements listed in the approved application; • Classrooms will be an active learning environment where constructivist interactions and group discourse drive the learning process; • Classrooms will model the university classroom in that it will, by its 5th year, have innovative and practical scientific apparati, student spaces to allow for private study and group interactions, and green space; • Faculty will employ effective and data-proven pedagogical methodologies; • Program will utilize the Peak to Peak model and adopt elements of the program design; • SGA will base the academic programs after the recommendations put forth primarily from American College Testing or The National High School Center; • Will offer Advanced Placement courses; • Minimum credits for graduation is 27.5; • Academic advisors will provide to each student counseling focusing on college and university acceptance; • Will not offer distance or online education, as defined in the application
Key Elements. 1.3.1 This Operational Plan and its’ Key Elements will serve as a detailed operational roadmap to transition. The parties have identified the following Key Elements as critical for managing the transition to the NDIS. The Key Elements draw on lessons learnt from trial sites and build upon the WA experience and knowledge in funding and managing the State’s disability service system. They are as follows:
Key Elements. The key elements of the Charter School, as set forth in the application, are programs and processes that make this school unique. They will be included in the State Charter School Board annual reviews as assurances or may be included in the School Accountability Measures (number 11). • Large enough student population to offer all programmatic elements listed in the approved application; • School will provide integrative approaches to STEM education applying real questions and projects; • Students will receive structured place-based, project-based, inquiry-based experiences allowing authentic learning; • School will have collaborative community partnerships; • Teachers will actively participate in designing and implementing curriculum; • Students will have a safe educational environment to take risks while achieving their academic goals, including allowing students multiple opportunities to improve and/or make revisions; • Teachers will receive ongoing and embedded professional development in integrative STEM education (at least annually); • All grade levels will receive daily integrated language arts and mathematics instruction that meets or exceeds state standards. • School will partner with the Partnership for 21st Century Learning (P-21), or a similar organization; • School will use Project Lead the Way, or a similar program; • School will use The Discovery Program; • Each student will develop a personalized learning plan (PLP) in conjunction with teachers and parents; and • Will not offer online or distance education, as defined in the State Charter School Board 2017-2018 application.
