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|Title:||Knowledge Competencies for Directors of Hospital Education|
|Author(s):||Pankau, Joseph William|
|Department / Program:||Health and Safety Education|
|Discipline:||Health and Safety Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Health Sciences, Health Care Management|
|Abstract:||The primary purpose of this study was to identify the essential knowledge competencies needed by a director of hospital education. A modified Delphi technique was employed to identify these essential knowledge competencies. A secondary purpose of the study was to determine the relative importance of the identified knowledge competencies. Thirdly, the study was designed to compare the knowledge competencies as they were rated by a Panel of Experts and a sample of Directors of Hospital Education. And finally, a fourth purpose was to examine the correlation between the variables of age and length of experience in the present position of the director with the sample of directors' of hospital education rating of the knowledge competencies.
The modified Delphi technique was used by a 16-member panel of experts to identify four comprehensive knowledge competencies within the three core areas, educational process, hospital social system facilitation, and hospital educational management. Twenty-one topical knowledge competencies and 70 subtopical competencies were also identified by the panel. Subsequently, 110 directors of centralized hospital education departments rated the subtopical competencies as to the priority, frequency of performance and difficulty of accomplishment.
Results showed that the directors rated the majority of needed knowledge competencies approximately the same as the panel. There were some distinct differences between the two groups. The core area, hospital social system facilitation, was rated significantly different (F = 7.73, p < .01) by the directors. Directors perceive the need for a greater emphasis being placed on the knowledge of hospital politics, the regulatory structure and community needs than the panel of experts did. Having educational programs based on stated hospital goals, being able to describe the relationship of hospital professionals one with the other, and the improvement of educational programs based on employee work performance, were seen as being more important to the directors than the panel of experts.
There was a significant difference in the rating of the competencies by the directors with respect to frequency of performance and difficulty in accomplishment. The directors' age was moderately correlated with the rated competencies within the core area of hospital educational management (n = .49, p < .001). The differences focused on the areas of program reporting and accountability, application of organizational theory principles, and cost effectiveness. The older the director the more importance of these competencies.
Findings of the study provide a basic validated set of knowledge competencies for a hospital director within a centralized department of education. The results of this study should be useful in developing an evaluation instrument which could be utilized to ascertain the director of hospital education competency levels.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980.
|Date Available in IDEALS:||2014-12-14|
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Dissertations and Theses - Kinesiology and Community Health
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois