Health Care Administration Certificate Program
The Health Care Administration Certificate course is a 90-hour training course designed to present persons in the healthcare field to become more active managers and supervisors. Students will develop their total understanding of administration cases and connotations so they can make well-informed resolutions. The convenient online course permits students to get administration training while keeping full-time work tables.
Modules may be taken in any series and can be taken personally, or students can select to enroll for any six modules and get a Certificate of Completion from the Cambridge Kipp and Cambridge Kipp LEADS. The Health Care Administration Certificate Program modules cover:
• HCM 101 Human
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Six Modules/Full Certificate Program period: Certificate Program students have more than nine months to accomplish any six modules.
Course shape:
Online
Who is allowed to attend:
- Supervisors or current managers in healthcare settings, such as, physicians’ offices, rehabilitation centers and hospitals.
- Physicians, nurses, therapists, physicians’ assistants, social workers, laboratory technicians and other healthcare professionals who have recently been raised or passable a post as a supervisor or manager.
- Supervisor and Managers in other areas seeking to rejoin the Healthcare profession.
- Healthcare systems seeking for providing cost-effective training chances to complete an internal training schedule or professional development plan.
Persisting Education Information:
• 9.0 CEUs for the completion of any six course modules of the Health Care Administration Certificate Program
• 1.5 CEUs for each done course module
• Completion of Modules 1 through 7 qualifies for 10.5 Continuing Education Credits from the Cambridge Kipp Nurses
Michelle Blesi, Barbara A. Wise, R.N., Cathy Kelley-Arney, Medical Assisting: Administrative and Clinical Competencies, 7th edition (pp.54-58). Cengage Learning-Publisher
I now that I have the knowledge to aspire to take up my role within one of the identified population foci. APRNs program developed my core competencies by allowing me to be more efficient adaptability with regards to newly emerging APRN roles or population focus. Furthermore, achieving my course objectives enable me to understand the specific APRN roles. For example, course objectives provide me with a better detail, and align my licensure goals with the responsibilities expected of each role. Licensure will provide me and my fellow APRN graduates with the full authority to practice. Also, certification is required to meet the highest possible standards as APRNs are expected to align knowledge, skills and experience with the standards of health care professionals. This field has very narrow margins for error, and it is therefore important, for APRNs to meet the highest and most stringent academic qualifications. In order to be a recognized as APRN graduate, one is required to complete formal education with a graduate degree or post-graduate certificate awarded by an academic institute and accredited by a recognized accrediting agency empowered by the relevant government education
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There are also two-year certificate programs for people with little to no experience in the world of medicine. This will provide you with formal trainin...
In 1990 a group of educators, called the National Task Force for Family Nurse Practitioner Curriculum and Evaluation, created the initial curriculum guidelines for nurse practitioners (Graduate nurse practitioners education competencies, n.d.).Today, the NONPF represents most NP educational institutions worldwide and they continue to develop/improve the NP competencies and guidelines in order to prepare healthcare professionals across the world (Graduate nurse practitioners education competencies,
Barreto, B. M., Tavares, D., Brandao, J., Gonclaves, J. C., Valente, G. S., Ferreira, F. (2013). Continuing permanent education as a strategy for managing of nursing in the unique health system: An integrative review. Journal of Research Fundamental Care On Line, 5(3), 85-93. doi:10.9789/2175-5361.2013v5n3p85
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