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Free nextgeneration nclex series for faculty.

The UMSON Nursing Workforce Center with support from the Nurse Support Program II has compiled an incredible set of resources that will help faculty and clinical instructors prepare students with teaching and learning strategies as well as test development and analysis for the NCLEX-Next Generation licensure examination. These are fantastic resources and offer CEU for each session. The sessions are free for Maryland educators.

Register Now There are over 10 lectures that are available on demand (video and audio) and live. 1. Using a Clinical Judgment Model Across the Curriculum 2. Using Debriefing to Foster Clinical Judgement 3. How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum 4. Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development 5. Maximizing Your Test Environment 6. Making the Connection w/Concept Mapping A Versatile Strategy for Teaching, Assessing, & Evaluating Clinical Judgment 7. It's Time to Take Action in the Classroom 8. Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgement in Clinical Practice 9. Working with Gen Z Learners in Clinical Setting

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Case Studies

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University of Maryland, Baltimore 655 W. Lombard Street Baltimore, MD 21201

Family Social Inclusion - Global Learning From Brazil To Baltimore  ▾ Yolanda Ogbolu PhD, NNP, FNAP, FAAN

A global learning for health equity project funded by Robert Wood Johnson Foundation led in Baltimore, Maryland learning from Dara Institute in Rio de Janeiro in Brazil.​ Baltimore is not alone in the health equity challenges it faces. ​Rio de Janeiro in Brazil is an example where population groups have nearly identical social and health outcomes as people in Baltimore. ​These common health inequities transcend national borders offering an opportunity for learn and develop shared solutions. One distinct difference, in Rio de Janeiro, Brazil they have a program that is successfully tackling the problem of social isolation early in life for vulnerable families of critically ill children.​

​​​The Saude Crianza program is an evidence based program that has assisted over 70,000 individuals over 3 decades. There primary focus has been helping critically ill children and their families thrive. despite their poverty. Their social methodology ensures that the first point of consideration is that social inclusion is central to health. The program recruits families from marginalized communities from the health system. They do a baseline assessment to really understand social determinants of health needs for the family and then, understanding the family and the family situation they develop a co-responsibility agreement that the family will develop a family action plan and that they will assist the family as they walk through that family action plan focusing on five areas: health, housing, citizenship, income generation, and education. Families attend monthly support groups where they receive services that they need to achieve their goals in the five areas and they stay with the program over 24 visits and two years.

From Togo To New York: Community Health Worker Assessment And Improvement Matrix (CHW AIM)  ▾ Kevin P. Fiori, MD, MPH, MS

Global concept implemented in the US: The bi-directional partnership between teams in Northern Togo and Montefiore in Bronx, New York was built on long-standing existing ties. In an effort to improve current Community Health Workers programs locally, the team sought learning and best practices from guides established through the Community Health Impact Coalition (CHIC). The Northern Togo Team focused on utilizing a performance improvement tool, the Community Health Worker Assessment & Improvement Matrix (CHW AIM), as an implementing guide to optimize programs aimed at integrating CHWs into healthcare systems through enhanced supervision, data systems, community engagement and quality improvement approaches.

The Community Health Worker Assessment & Improvement Matrix (CHW AIM) is an evidence-based, easy-to-use diagnostic tool to design high-performing CHW programs. The program at Montefiore in Bronx, New York addressed health equity by providing a community solution in the form of community health workers (community experts) to partner with health systems to address social inequities that impact health outcomes.

From Jersey UK To Detroit: CHW Model (Knock And Check) For Isolated Elders  ▾ Rev. Alexander Plum, MPH, CHES

In 2015, Henry Ford Health System based in Detroit, Michigan, was invited by the Institute for Healthcare Improvement (IHI) and the Commonwealth Fund to participate in a Learning and Action Network to promote global learning to transform U.S. health care systems. Within this initiative, the Henry Food team in the U.S selected two of four innovations after visiting these originator sites. Both originator sites’ innovations focused on promoting better community health integration with clinical care delivery. Leading the team’s participation was Henry Ford’s Global Health Initiative, its international research, training, and capacity development arm.

The team adapted the “Call and Check” model that originated with the Jersey Post in the Channel Islands. There, letter carriers visit elderly residents who live along their routes for weekly chats to improve feelings of loneliness and social isolation. They work with regional medical and pharmacy authorities to fill prescriptions, make appointment reminders, and share urgent updates with care providers.

While efforts to pilot the “Call and Check” model with the Detroit branch of the United States Postal Service were unsuccessful, Henry Ford adapted the “Call and Check” model and implemented the “Knock and Check” program with its internal community health workers program. These community health workers conducted weekly check-ins with elderly residents of a senior care facility near their downtown, flagship hospital. Screenings and referrals to community resources were made to address social determinants of health vulnerabilities including isolation and loneliness, while care management activities helped improve access to preventive care for elderly residents.

From Cuba To Navajo Nation: Sovereign, Public Systems To Advance Health Equity  ▾ Sonya Shin, MD, MPH

A community-based non-profit organization in Navajo Nation was invited by Medical Education Cooperation with Cuba (MEDICC) to take part in a U.S. network of global learners. MEDICC is a non-profit working to promote United States/Cuba health collaboration and highlight Cuba’s public health contributions to global health equity and universal health care. One of MEDICC’s initiatives – Community Partnerships for Health Equity (CPHE) sends teams of community members from the United States on a series of trips to Cuba to learn from Cuban society, culture, and healthcare in order to apply concepts in their own communities.

All of the teams invited by MEDICC to take part in CPHE represent communities of color that have experienced health disparities due to systematic exclusion from social and economic opportunities. Drawing loosely from their experiences in Cuba, the Navajo CPHE team set up a diverse group of youth-focused programs including trash into art, community gardening, local agriculture projects, and early child health promotion by celebrating local champions and pride in Navajo culture.

The program addressed health equity by emphasizing the importance of self-sufficiency and empowerment among participating community members and leaders. Navajo stakeholders identified strongly with an important Cuban concept: that equitable health systems are grounded in societal values of community engagement and inter-connectedness. This approach used reflects what the team witnessed (Dine’ culture) in Cuba: that societies experiencing an oppressive history of colonization can often bear the present-day imprints of continued reliance on the external resources. The solution therefore lies in the “long game” of community-led efforts to re-center agency within communities themselves, promote self-reliance and local capacity, and nurture local inter-connectedness.

From Across The World To Ohio: Social Participation In Health  ▾ Ruth Dudding, CHES, CHW

The Athens City County Health Department (ACCHD) was invited to apply for an international exchange in social participation in health, facilitated by the Training and Research Support Centre. Five U.S. sites and 12 international sites were selected based on their interest and ability to apply various aspects of social participation in their own communities.

From this experience, the ACCHD established a Community Health Workers’ workforce in Athens County to address social determinants leading to high-risk diabetes, such as health literacy, access to care gaps, isolation, and resources for daily living among Medicare and Medicaid populations. The program evaluated health system level and patient level outcomes. Outcomes measured access to care and analyzed health policies and practices with a health equity lens toward greater accessibility of services and shared decision-making.

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Health Services Cost Review Commission

Next generation nclex (ngn).

According to the National Council of State Boards of Nursing , a new and improved NCLEX exam is coming. The Next Generation NCLEX (NGN) exam asks better questions to help nurses think critically when providing care and make the right decisions.

"Are You Ready for the Next Gen NCLEX?" Register by 1/18/23 for the face-to-face seminar and lunch to hear Jason A. Schwartz, Director of Outreach, Marketing & Advocacy, National Council of State Boards of Nursing (NCSBN). The event is Monday, January 23, 2023, 8:30 AM - 2:00 PM , Coppin State University, Health & Human Services Building, Room 103, 2500 West North Avenue, Baltimore, MD 21216.

Purpose: The purpose of the 9/9/2021 Summit meeting was to introduce to nursing faculty members in Maryland the resources available to assist with the transition to the NextGen NCLEX scheduled to begin in April 2023. The upcoming workshop opportunities will: 1) provide Maryland nursing faculty resources to plan, implement and evaluate their teaching and evaluation of students’ ability to make clinical judgments, 2) prepare nursing students to succeed on the NCLEX-RN exam, including NextGen questions, and 3) prepare graduates for safe and effective nursing practice. Goal: To provide an overview of the various areas to prepare faculty and students for the transition to the NextGen NCLEX

Objectives: At the conclusion of this summit meeting, participants will be able to: 1.Determine the use of a clinical judgement model in their program. 2.Consider implications from findings from statewide and national surveys. 3.Evaluate readiness for infusion of clinical judgment into the classroom environment 4.Describe strategies to integrate clinical judgment into the clinical learning environment 5.Describe strategies to integrate clinical judgment into simulated learning 6.Outline issues for their school in testing and evaluation related to NextGen

MNWC NextGen NCLEX (Recordings and downloadable materials are available at this link).

A Preparatory Series for Maryland Faculty

Session 5: Using Debriefing to Foster Clinical Judgement presented by Raquel Bertiz, PhD, RN, CNE, CHSE, Jasline Moreno, MSN, RN, CHSE, and Denyce Watties-Daniels, DNP, RN, OLC-C Friday, Feb. 25, 2022 10 am – 11:30 am Online via Zoom

Making the Connection with Concept Mapping: A Versatile Strategy for Teaching, Assessing, and Evaluating Clinical Judgment presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K Date/Time TBD Online via Zoom Handout: Data to Diagnosis Lesson Plan Handout: Data to Diagnosis Student Activity Handout: Concept Map Template

Session 4: Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development presented by Kathie Lasater, EdD, RN, ANEF, FAAN Monday, Jan. 24, 2022 11 am – 12:30 pm For more information, view the slides . Handout: Clinical Judgment Rubric .

Session 3.3: How to Write Stand-alone Questions (Bow-tie and Trend) – 60 minutes presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Nov. 12, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: How to Write Stand-alone Questions

Session 3.2: How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Response) presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Nov. 5, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: Case Studies Handout: Case Study Template 1 Handout: Case Study Template 2

Session 3: Overview of Next Generation Questions presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE Friday, Oct. 22, 2021 noon - 1:30 pm For more information, view the recording or slides . Handout: Sample Question Templates Handout: Changing Item Format Practice Handout: Changing Item Format Practice-Answers Participants should be familiar with the NextGen Test Item Types and how they are used to test each step of a Clinical Judgement Model. Read NGN News, Fall 2019, Item Types and NGN News, Summer 2021 , Scoring.

Session 1.2: How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum presented by Kathleen Martin, DNP, RN, CNE Wednesday, Oct. 20, 2021 3:30 pm - 5:00 pm For more information, view the recording or slides from the 10/20/2021 Maryland Nursing Workforce Centers NextGen NCLEX Workshop. Session 1.2 Case Study Writing Template Session 1.2 Case Study Builder Worksheet

Session 1.1: Next Gen Using Clinical Judgment Across the Curriculum . presented by Diane Billings, EdD, RN, ANEF, FAAN Monday, October 11, 2021 noon - 1:30 pm For more information, view the recording or slides from the 10/11/2021 Maryland Nursing Workforce Centers NextGen NCLEX Workshop.

NextGen NCLEX-RN Summit . For more information, view the slides from the 9/9/21 Maryland Nursing Workforce Center's NextGen NCLEX Summit.

Mark your calendar for these free, informative sessions to learn about NCLEX program updates and resources available to nursing faculty. The workshops are offered at no cost through funding by the Nurse Support Program II (NSP II 20-125), which is funded by the Maryland Health Services Cost Review Commission and administered by the Maryland Higher Education Commission.

Click here for the topical outline for NG NCLEX workshops. For more information, view the presenter videos and PPTs from the Maryland Nursing Workforce Center's NextGen NCLEX Workshops.

NCSBN Next Generation Spring 2021 Newsletter

Collaborative Momentum Consulting Blog by Susan Sportsman, PhD, RN, ANEF, FAAN

Advisory Committee and Presenters

*Special thanks to the Advisory Committee for planning and presenting at this conference.

•Raquel B. Bertiz, PhD, RN, Montgomery College Simulation Resource Center (MCSRC), Nursing Department, Montgomery College •*Diane M. Billings, EdD, RN, ANEF, FAAN, Chancellor’s Professor Emerita, Indiana University School of Nursing, Indianapolis •*Susan L. Bindon, DNP, RN, NPD-BC, CNE, CNE-cl, Associate Professor and Associate Dean for Faculty Development, University of Maryland School of Nursing •* Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, Associate Dean for Teaching and Learning, Johns Hopkins University School of Nursing •*Peg E. Daw, DNP, RN-BC, CNE, Grant Administrator, Nurse Support Program II, Outreach and Grants Management, Maryland Higher Education Commission •*Kimberly K. Ford, Assistant Grant Administrator, Nurse Support Program II, Outreach and Grants Management, Maryland Higher Education Commission •*Jacqueline J. Hill, PhD, RN, CNE, Chair and Professor, Department of Nursing, Bowie State University •Lisa Gonzalez, MSN, RN, CNE, CCRN-k, Professor of Nursing, College of Southern Maryland •*Krysia W. Hudson, DNP, RN, BC, Assistant Professor, Johns Hopkins University School of Nursing •Mary Ann Jessee, PhD, RN, Associate Professor and Assistant Dean for Academics, Generalist Nursing Practice, Vanderbilt University School of Nursing •Kathie Lasater, EdD, RN, ANEF, FAAN, Professor Emerita, OHSU School of Nursing, Visiting Professor, Edinburgh Napier University •*Kathleen (Kathy) M. Martin, DNP, RN, CNE, Assistant Professor and NCLEX Success Faculty, University of Maryland School of Nursing, Institute for Educators •Janet Monagle, PhD, RN, CNE, Associate Professor, School of Nursing, MGH Institute of Health Professions •Jasline Moreno, MSN, RN, CHSE, Lead Faculty, MCSRC, Nursing Department, Montgomery College •Ann Nielsen, PhD, RN, Associate Professor of Clinical Nursing, OHSU School of Nursing •*Denyce Watties-Daniels, DNP, RN, OLC-C, Associate Professor, Coordinator, Simulation and Learning Resource Centers and Assessment and Remediation Coordinator, Coppin State University, College of Health Professions •*Rebecca Wiseman, PhD, RN, Associate Professor and Chair, UMSON@USG, Director, Maryland Nursing Workforce Center, University of Maryland School of Nursing •*Heather V. Westerfield, DNP, RN, CNE, CMSRN, Professor and Director, Chesapeake College/MGW Nursing Program

Business Research

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• Case Studies

Finding Case Studies

Finding case studies in library databases, finding case studies in print books, finding case studies in ebooks, finding case studies on the free web.

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Business case studies are summaries of real or fictional business situations. Case studies are frequently used to analyze the events that led to a particular company's success or failure and may also be used to illustrate theories studied in business and management classes.

Case studies can be found in these different types of resources:

• UMGC Library Databases
• Print Books

ABI/INFORM Collection

You can find case studies in ABI/INFORM Collection  by following the directions shown in the screen shot below:

• Enter search term(s) in box(es).
• Use menu arrows beneath  Document type : to select  Case Study .

Business Source Ultimate

You can find case studies in  Business Source Ultimate  by following the directions shown in the screen shot below:

• Use menu arrows near  Document Type  to select  Case Study .

You may want to use the  Number Of Pages  option (listed under the  Document Type  option) to ensure that the case studies that your search retrieves are a certain length (e.g., greater than 4 [pages]).

BuildingGreen Suite

You can find case studies in BuildingGreen Suite by clicking on the Case Study Articles link on the database's home page. Case studies in the database focus on building projects that demonstrate sustainability principles.

Gale Business: Insights

You can find case studies in Gale Business: Insights  by clicking on the Advanced Search  link below the search box on the database's home page. On the advanced search page, enter a company or topic of interest in the search box and scroll down the page to select Case Studies in the "by content type" section.

SAGE Business Cases

You can find case studies in SAGE Business Cases by simply entering a company or topic of interest in the search box on the database's home page. Note that you can also browse cases by discipline, geographic region, or case collection.

Other databases

You may be able to find case studies in other UMGC Library databases by conducting a keyword search for your topic, along with a keyword search for  "case stud*"  (e.g.,  ford AND marketing AND "case stud*" ).

(The asterisk in the search statement above is a truncation symbol that tells a database to retrieve various endings of the term preceding the asterisk. So, for example, searching for  "case stud*"  will find articles containing  case study  (singular) as well as articles containing  case studies  (plural).)

You can find case studies in print books in the UMGC Library's catalog,  catalogUSMAI , by following the directions shown in the screen shot below:

• Use the drop-down menu to specify that you're searching for  subject  words. Then enter  case studies  and use the drop-down menu to specify that this is a  two word phrase .

UMGC Library Ebook Collections

You can find case studies or information about case studies in online books in  UMGC Library eBook Collections  by following the directions shown in the screen shot below:

• Enter  "case stud*"  and then add additional search term(s) if desired.

O'Reilly

You can find case studies in online books in  O'Reilly  by following the directions shown in the screen shot below:

• Enter  "case studies" AND  along with your search term(s).

Available for Free

There are a few noteworthy sites that provide  free  online access to case studies, including:

• MIT Sloan School of Management LearningEdge Case Studies
• The New York Times  Case Studies
• The Case Centre - Free Case Collections

Available for Purchase

Many publishers or clearinghouses of case studies charge a fee for access to their case studies. Although you may search their websites for case studies on particular topics, you will generally need to pay a small fee in order to access the entire case study. Some of the best-known commercial vendors of business-related case studies include:

• Harvard Business Review Case Studies
• University of Virginia's Darden Business Publishing
• Northwestern University's Kellogg Case Publishing
• Western University's Ivey Publishing
• The Case Centre
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Analytics    

February 11, 2014

Analytics case study: university of maryland university college.

As a leader in higher education focused on the unique needs of adult learners, University of Maryland University College (UMUC) has long been a pioneer in the area of learning analytics. Working from this foundation of continued innovation, leaders at UMUC became intrigued by the potential for advanced analytics to better understand student risk, the variables that contribute most to student success, and, most importantly, how to make such insights actionable to improve student outcomes.

During the Fall 2013 term, across an experimental pool of approximately 10,000 undergraduate enrollments randomly assigned to test and control, UMUC’s test group using the Inspire™ application outperformed the control group in successful course completion by nearly 3 percentage points (287 basis points), which translates to 150 students who passed courses they otherwise would have failed. These overall results, statistically significant at a 99.8% confidence level, were observed consistently for each session of the term.

Main: 301.445.1911 [email protected]

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The University as Mentor: Lessons Learned from UMBC Inclusiveness Initiatives  

The University as Mentor outlines the key actions that the University of Maryland Baltimore County has taken to achieve an inclusive graduate community. Recognizing that universities face common challenges and often benefit from the shared lessons of others, this case study presents ten “lessons learned” and practical advice intended to be accessible and applicable to other universities. The “lessons learned” identified here address two national challenges facing graduate education. First, the recruitment challenge is answered by describing the steps that must be taken to create a welcoming and positive environment for underrepresented students, an environment that will attract and support doctoral students throughout their academic careers and position them to be successful in the job market. Second, the retention challenge is addressed by describing how research universities can change their institutional environment in ways that promote success among its doctoral students, paying particular attention to fostering degree completion of underrepresented minorities and women. This publication builds not only on the UMBC experience, but also on important research and publications on the topics of doctoral student attrition, retention and mentoring.

To download the complete case study, please please click here (PDF).

• Front Matter (PDF)
• Introduction
• Lesson One - Campus Leadership
• Lesson Two - Campus-wide Involvement
• Lesson Three - Graduate Admissions
• Lesson Four - Mentoring Systems
• Lesson Five - Monitoring Graduate Student Progress
• Lesson Six - Orientation
• Lesson Seven - Financial Support
• Lesson Eight - Recognition and Rewards
• Lesson Nine - Support Systems for Underrepresented Students
• Lesson Ten - Professional Development

Preferred Citation: Scott A. Bass, Janet C. Rutledge, Elizabeth B. Douglass, Wendy Y. Carter. (2007). Lessons Learned: Shepherding Doctoral Students to Degree Completion . Washington, DC: Council of Graduate Schools.

Copyright: 2007 UMBC, Baltimore, Maryland and Council of Graduate Schools, Washington, DC.

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PCCP Trainings

Pccp key concepts webinar series.

Over and above the treatment plan’s role in getting authorizations for services, Person-Centered Care treatment plans become roadmaps, guiding service interventions and serving as useful tools for exploring when and why course corrections may be advised. Join us for a series of 90-minute webinars designed to enhance treatment planning, using those plans as a useful tool to keep work on track in day-to-day meetings and interventions.

Each week we will do a deep-dive into a component of the treatment plan with a special focus on how to engage consumers in the exploration and development of the plan. If you are new to training in PCCP, weeks one through seven build off each other and cover all the core components of a Person-Centered assessment and treatment plan. If you have some experience or training in PCCP, join us for just the topics where you would like a refresher or further study. View details regarding available CEUs .

Please note: You must log in through the webinar platform to be eligible for a certificate. Participants who call-in-only are not eligible for CEUs or COAs. You cannot miss 15 minutes or more of this webinar and be eligible for a certificate. To supplement the webinars, we are able to provide consultation and coordination to teams and programs. Contact [email protected] to request technical assistance tailored to your program’s needs.

Kris Wright - EBPC Consultant/Trainer [email protected]

Register for PCCP Key Concepts Webinar Series

Access the EBPC Learning Management System (LMS) to register for future PCCP sessions.

YOU MUST CREATE AN ACCOUNT AND LOG IN TO REGISTER FOR AVAILABLE TRAINING SESSIONS.  (Access the "Create Account" button in the upper right-hand corner.)

Register for PCCP Trainings

Topics 

Select a topic below for a brief description:

Topic One: A Recovery Journey Needs a Destination (Goals)*

This training focuses on using recovery-oriented language to craft actionable long-term treatment goals that connect to the guiding visions to inspired work. This type of language crafts actionable long-term treatment goals. These goals connect to the guiding visions that will set yourself up for success by engaging consumers in plan development, establishing the vision (focusing on what matters to the consumer), and connecting the vision to treatment goals.

Topic Two: Building Your Foundation (Assessments)*

Accurate and effective assessments provide the foundation for treatment planning. We will cover skills and strategies for gathering data in intake assessments and ongoing reassessments with a focus on self-reflection, perspectives, and coordinating and collaborating to improve consumer engagement and data accuracy.

Topic Three: Roadblocks Along the Path (Barriers)*

In this training, we will be exploring barriers and challenges that have prevented consumers from achieving their goals, focusing on what inspired consumers to start service and their explanation of symptoms, illnesses, and challenges. We will also discuss exploring functional impairments, using data gathered to identify areas of needs.

Topic Four: A Hand Up (Strengths)*

Working with consumers, teams and natural supporters to make use of the people allows personal attributes and resources in their corners, focusing on strengths in concrete and actionable ways, resolving differences in perception, and putting strengths to work.

Topic Five: From Assessment to Planning (Interpretive Summaries)*

Pulling data gathered from formal assessments and day to day interactions together, makes that data useful. It helps to focus on writing interpretive/narrative summaries, developing hypotheses, and strategically matching treatment recommendations.

Topic Six: Steps Along the Path (Objectives)*

Taking big picture treatment goals and breaking them down into actionable, and achievable steps makes a number of positive actions. For example, focusing on negotiating shorter-term goals, objectives that address behavior health, and making smart SMART-ish objectives SMARTer.

Topic Seven: What Can We Do (Interventions)*

Matching the steps consumers are taking with the interventions (i.e. services and supports) that we can provide, this course will focus on psycho-education and shared decision-making, problem-solving strategies, and it includes interventions that foster collaboration.

Topic Eight: Using Your Map*

This training provides strategies for letting your plan guide meetings, make contact noting quicker, clearer, more targeted and more efficient. This is done by focusing on agenda-setting practices, addressing “non-compliance” more effectively, and learning efficient documentation of contact and meetings.

Topic Nine: Using Functional Assessment Data

For program staff who complete the DLA20* as part of PBHS PRP, RRP, ACT and Mobile Treatment Teams, how can the rational for the ratings inform problem-solving interventions to address barriers/challenges and how areas of strengths might be leveraged to make progress? This training will focus on going from what to why by looking at scores and finding the strengths within areas where consumers are rated higher. Bring your own (de-identified) examples and questions for the group problem-solving. 

Please note – the is NOT a DLA-20 training and CANNOT be taken as a substitute for the DLA-20 training.

Topic Ten: Special Topic – Anhewhat?**

This session is great for behavioral health professionals who are not trained clinicians, translating clinical jargon into real-usable language for better engagement with consumers. It will focus on what diagnosis means, reviewing the most frequent behavioral health diagnoses, and using observations of signs and symptoms to advocate with consumers.

Please note – by popular request this topic runs longer to accommodate review of more examples and diagnoses.

PCCP Case Studies – Applying What You’ve Learned

Practice what you’ve learned in PCCP introductory trainings. Each week we will use a sample person-centered assessment to develop an Interpretive Summary and a Treatment Plan focusing on one category of barriers or needs. In these highly interactive webinar activities we will include small group work, independent work, and processing and problem-solving with the larger group of participants. 

All PCCP Case Study Webinars will be conducted by trainer Kris Wright, LCPC.

Topics include Working with individuals with:

• Co-Occurring Substance Use
• Co-Occurring Physical Health Needs
• Housing and Resource Needs
• Trauma-Related Needs
• Criminal Justice System Involvement
• Symptoms That Impact Communication and Social Skills
• Coping Skill Deficits
• Symptoms That Impact Focus and Concentration

Person-Centered Approaches to Crisis Planning

Using Crisis Plans as an effective part of counseling to build resilience to symptom increases and life stressors. In addition to being a useful (and in some cases required) document, Crisis Plans can guide important conversations about medication use and changes, self-monitoring and using supports to monitor changes in symptoms and coping, and proactive planning for when additional supports are needed. Products of Person-Centered Crisis Planning include fostering consumers’ skills for self-advocacy and creating records we can use to advocate on consumers’ behalf for times when they are unable to self-advocate effectively.  

All sessions will be hosted via webinar with trainer Kris Wright, LCPC.

CEU Information

The Evidence-Based Practice Center (EBPC) of the University of Maryland School of Medicine, Department of Psychiatry is authorized as a sponsor of Continuing Education Units. The EBPC maintains responsibility for this program. Please pay attention to the following distinctions regarding CEUs found at the end of each title. The Training Center of the University of Maryland School of Medicine, Department of Psychiatry is authorized as a sponsor of Continuing Education Units. The Training Center maintains responsibility for this program. 

PCCP Training Webinars

*The Training Center of the University of Maryland School of Medicine, Department of Psychiatry certifies that this individual meets the criteria for the following 1.5 Continuing Education Credits (Category I) for Social Workers/ 1.5 Continuing Education (CE) for Psychologists/ and 1.5 Continuing Education Units (Category A) for Professional Counselors and Therapists and Alcohol and Drug Counselors.

**Due to this content of Week 10 being a required area of expertise for trained clinicians (LCPCs, LCSWs, PhDs etc.)  CEUs are not available for this training. We will provide Certificates of Attendance (COAs) for all participants.   ​​

Also,  you must log in through the webinar platform to be eligible for a certificate . Participants who call-in-only are not eligible for CEUs or COAs.

PCCP Case Studies

The Training Center of the University of Maryland School of Medicine, Department of Psychiatry certifies that this individual meets the criteria for 2.75 Continuing Education Credits (Category I) for Social Workers/2.75 Continuing Education (CE) for Psychologists/ and 2.75 Continuing Education Units (Category A) for Professional Counselors and Therapists and Alcohol and Drug Counselors. The Training Center of the University of Maryland School of Medicine, Department of Psychiatry is authorized as a sponsor of Continuing Education Units. The Training Center maintains responsibility for this program. 

The Evidence Based Practice Center of the University of Maryland School of Medicine, Department of Psychiatry certifies that this individual meets the criteria for 2.0 Continuing Education Credits (Category I) for Social Workers/2.0 Continuing Education (CE) for Psychologists/ and 2.0 Continuing Education Units (Category A) for Professional Counselors and Therapists and Alcohol and Drug Counselors. The Evidence Based Practice Center of the University of Maryland School of Medicine, Department of Psychiatry is authorized as a sponsor of Continuing Education Units. The Evidence Based Practice Center maintains responsibility for this program.

Need Technical Assistance?

The EBPC regularly schedules technical assistance sessions for Maryland providers seeking help with putting Person-Centered Care into practice. To find out about upcoming sessions, click the button below.

Technical Assistance Sessions

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MRED Students Finish 3rd in Colvin Case Study Challenge

December 14, 2023

Master of Real Estate Development (MRED) Program students Beau Good, Zion Kaauwai, and Jordan Smith finished in third-place at the Colvin Case Study Challenge hosted by the University of Maryland on December 9, 2023. They received the honor for writing a compelling analysis of the development of Riverworks at Eastern Wharf, a mixed-use real estate project located in Savannah, GA that has been celebrated for extending the city’s riverfront and creating a dynamic new place for area residents to enjoy. 

“I’m extremely proud of the work Beau, Zion, and Jordan did for the Colvin Case Study Challenge this year,” said team advisor and MRED Program director, Dr. Dustin Read. “It illustrates their understanding of many best practices in real estate development that we emphasize throughout our program.”

Since 2016, the University of Maryland has hosted the Colvin Case Study Challenge as a national intercollegiate real estate case study competition for full or part-time students enrolled in a college or university real estate program. The goal of the competition is to “hone professional skills and reveal the knowledge base and understanding of markets, project valuation, finance, urban design, sustainability, entitlement processes and operational issues.” The four top teams from across the nation are invited to College Park, MD to present the results of their case study on the University of Maryland’s campus. 

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• Uncategorized
• Clemson Graduate School
• Clemson MRED Program
• real estate development

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