This is where the firm started, and it is why our compliance work sticks. Nearly every plan of correction contains an education component, and nearly all of those components are the weakest part of the plan — a module assigned after an event, completed by everyone, changing nothing.
Competency programs that prove something
An annual skills fair where staff rotate through stations and sign a sheet establishes attendance. For a high-risk, low-frequency procedure it establishes almost nothing about whether the person could perform it correctly at 3 a.m. on a deteriorating patient. We rebuild competency programs around three questions: why is this item on the list, does the validation method match the risk, and who validated the validator.
The strongest programs we see validate fewer items more seriously. That is a harder conversation with leadership than adding items, until you explain what the long list was actually buying.
Onboarding and preceptor development
First-year turnover is rarely a recruitment problem. It is new staff placed into independent practice before they are competent, supported by preceptors chosen for clinical skill and never taught how to teach. We build structured onboarding, specialty-specific orientation, preceptor training and nurse residency structures — and instrument them, so you can tell a program that works from a program that merely runs.
Accredited continuing education
For organizations that provide CME or CE: provider applications and reaccreditation for ACCME and ANCC, professional practice gap analysis, independence and disclosure processes, and outcomes measurement that goes past satisfaction scores.
Graduate medical education
For teaching institutions: ACGME self-study preparation, Clinical Competency Committee and milestone process design, faculty development in direct observation and feedback, and program coordinator training.