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Exam Code: NE-BC Practice exam 2022 by team
NE-BC ANCC Nurse Executive Certification

Exam : NE-BC
Exam Name : ANCC Nurse Executive Certification
Number of Questions : 175
Scored Questions : 150
Unscored Questions : 25

Category Domains of Practice No. of Questions Percent
I Structures and Processes 27 18%
II Professional Practice 55 37%
III Leadership 33 22%
IV Knowledge Management 35 23%
Total 150 100%

There are 175 questions on this examination. Of these, 150 are scored questions and 25 are pretest questions that are not scored. Pretest questions are used to determine how well these questions will perform before they are used on the scored portion of the examination. The pretest questions cannot be distinguished from those that will be scored, so it is important for a candidate to answer all questions. A candidate's score, however, is based solely on the 150 scored questions. Performance on pretest questions does not affect a candidate's score.

I. Structures and Processes (18%)
A. Human Capital Management
Knowledge of:
1. Federal and state laws (e.g., Family and Medical Leave Act [FMLA], American with Disabilities Act [ADA], Fair Labor Standards Act [FLSA], wage and hour laws, equal employment opportunities, Occupational Safety and Health Administration [OSHA],
workers compensation)
2. Labor relations (e.g., collective bargaining, contract negotiations, grievances and arbitrations, National Labor Relations Board [NLRB])
3. Resource utilization (e.g., cross training, job descriptions )
4. Principles associated with human resources (e.g., employee assistance and counseling, compensation, benefits, coaching, performance management)
5. Organizational culture (e.g., just culture, transparency)
6. Organizational structure (e.g., chain of command, organizational chart, span of control)
Skills in:
7. Participating in developing and modifying administrative policies and procedures
8. Implementing and enforcing administrative policies and procedures (e.g., monitoring compliance)
9. Providing feedback on effectiveness of administrative policies and procedures
10. Evaluating the effectiveness of roles based on changing needs in the health care environment (e.g., new or expanded job descriptions, professional development)
B. Financial Management
Knowledge of:
1. Basic financial and budgeting principles (e.g., revenue cycle, supply and labor expenses, productivity, depreciation, return on investment [ROI], cost-benefit analysis)
2. Reimbursement methods (e.g., payor systems, pay for performance, payment bundling, value-based purchasing)
3. Contractual agreements (e.g., vendors, materials, staffing)
4. Principles of staffing workload (e.g., full-time equivalents [FTE], hours per patient day, skill mix)
Skills in:
5. Developing a budget (e.g., operational, capital)
6. Analyzing variances and managing a budget (e.g., operational, capital)
7. Efficient resource utilization (e.g., contractual agreements, outsourcing)
8. Determining appropriate staffing workload
C. Health and Public Policy
Knowledge of:
1. Legal issues (e.g., fraud, whistle-blowing, the Health Insurance Portability and Accountability Act [HIPAA], corporate compliance, electronic access and security, harassment, malpractice, negligence)
2. Consumer-driven health care (e.g., public reporting, Community Health Needs Assessment [CHNA], Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS], Healthgrades)
3. Emergency planning and response
4. Planning and responding to internal and external disasters
5. Planning and responding to health and public policy issues
6. Assessing, addressing, and preventing legal issues (e.g., violations, fraud, whistleblowing, the Health Insurance Portability and Accountability Act [HIPAA], corporate compliance, electronic access and security, harassment)

II. Professional Practice (37%)
A. Care Management/Delivery
Knowledge of:
1. Health care delivery models and settings (e.g., accountable care organization [ACO], patient-centered medical home [PCMH], nurse-led clinic, telehealth, e-health, inpatient, ambulatory care, home health, rehabilitation, etc.)
2. Laws, regulations, and accrediting bodies (e.g., The Joint Commission, Centers for Medicare and Medicaid Services, Nurse Practice Act)
3. Standards of nursing practice (e.g., clinical practice guidelines, clinical pathways, ANA Scope and Standards of Practice, Nurse Practice Act)
Skills in:
4. Establishing staffing models (e.g., primary care nursing, team nursing, nurse-patient ratios, skill mix, acuity)
5. Designing workflows based on care delivery model and population served (e.g., patient centered medical home [PCMH], interdisciplinary team, case management, disease management, throughput, staffing assignment and scheduling)
6. Developing policies and procedures that ensure regulatory compliance with professional standards and organizational integrity
B. Professional Practice Environment and Models
Knowledge of:
1. Professional practice models
2. Role delineation (e.g., credentialing, privileging, certification)
3. Professional practice standards (e.g., ANA Scope and Standards of Practice, Nurses Bill of Rights, Nurse Practice Act)
4. Employee performance feedback (e.g., coaching, performance appraisal, Just Culture)
Skills in:
5. Developing clinical staff (e.g., orientation, continuing education, competency validation, performance appraisal, peer review, mentoring, planning, lifelong learning)
6. Creating a professional environment for empowered decision making (e.g., shared governance, staff accountability, critical thinking, civility)
7. Recruiting, recognizing, and retaining staff
8. Providing internal and external customer service (including service recovery)
9. Creating a vision for professional nursing practice that promotes patient and family centered care
C. Communication
Knowledge of:
1. Communication principles (e.g., active listening, reflective communication, two-way communication, interviewing)
2. Communication styles (e.g., persuasive, assertive, passive, aggressive, passiveaggressive)
3. Negotiation concepts and strategies (e.g., compromising, collaborating, win-win)
4. Communication processes that support safe patient care (e.g., documentation, handoffs or hand-overs, bedside reporting, incident reporting, reporting sentinel events)
Skills in:
5. Communicating using verbal (e.g., oral and written) and nonverbal methods (e.g., body language, eye contact, active listening)
6. Facilitating collaboration to achieve optimal outcomes (e.g., team building, group dynamics, leveraging diversity)
7. Selecting the appropriate communication method for the audience and situation (e.g., email, role playing, presentation, reports, staff meeting, board meeting, one-on-one conversation, patient/family council, consumer feedback)
8. Conflict management

III. Leadership (22%)
A. Leadership Effectiveness
Knowledge of:
1. Key elements of a healthy work environment
2. Leadership concepts, principles, and styles (e.g., pervasive leadership, servant leadership, situational leadership, appreciative inquiry, culture of transparency, change management theories)
3. Coaching, mentoring, and precepting
4. Emotional intelligence
5. Sources of influence and power
Skills in:
6. Self reflection and personal leadership evaluation
7. Integrating diversity and sensitivity into the work environment
8. Change management
9. Building effective relationships through listening, reflecting, presence, communication, and networking
10. Succession planning
11. Creating an environment to engage and empower employees
B. Strategic Visioning and Planning
Knowledge of:
1. Strategic planning principles (e.g., alignment of nursings strategic plan with the organizational plan, SWOT analysis, components of strategic planning)
2. New program development (e.g., proposals, pro forma, business plans, marketing)
3. Trends that effect nursing practice and the healthcare environment
4. Communicating and building consensus and support for the strategic plan
5. Establishing baselines for processes (i.e., measuring current performance)
6. Evaluating processes and outcome measures over time
7. Project management to support/achieve the strategic plan (e.g., planning, implementing, and monitoring action plans)
C. Ethics and Advocacy
Knowledge of:
1. Ethical principles
2. Business ethics (e.g., corporate compliance, privacy)
3. ANAs Code of Ethics
4. Patients Bill of Rights
Skills in:
5. Advocating for patients (e.g., patient rights, access, and safety)
6. Advocating for staff (e.g., healthy work environment, equipment, staffing)
7. Advocating for the nursing profession (e.g., professional organizations, promoting education, certification, legislative influence)

IV. Knowledge Management (23%)
A. Quality Monitoring and Improvement
Knowledge of:
1. Systems theory
2. Continuous performance improvement (The Plan-Do-Study-Act [PDSA] Cycle, Lean, root cause analysis, tracer methodology)
3. Process and outcome measures (e.g., clinical, financial, safety, patient satisfaction, employee satisfaction)
4. Culture of safety (e.g., risk management, employee engagement, employee safety technologies [patient lifts], patient safety technologies [bar coding])
Skills in:
5. Creating a culture of continuous performance improvement
6. Translating data into information (including use of internal and external benchmarks), and disseminating it at various levels within the organization
7. Evaluating and prioritizing outcomes of care delivery (e.g., nurse sensitive indicators, ORYX indicators, National Patient Safety Goals, core measures)
8. Selecting the appropriate continuous performance improvement technique
9. Action planning to address identified quality issues
B. Evidence-based Practice and Research
Knowledge of:
1. Institutional Review Board (IRB) requirements (e.g., protection of human research subjects)
2. Research and evidence-based practice techniques (e.g., literature review, developing research questions, study methods and design, data management, levels of evidence)
3. Distinguish between performance improvement, evidence-based practice, and research
4. Creating a culture and advocating for resources that support research and scholarly inquiry (e.g., journal club, grant writing, research councils, research participation)
5. Communicating research and evidence-based findings to internal and external stakeholders
6. Incorporating evidence into policies, standards, procedures and guidelines
7. Evaluating and incorporating new knowledge and published research findings into practice
C. Innovation
Knowledge of:
1. Clinical practice innovation
2. Leadership practice innovation
Skills in:
3. Creating a culture that values, encourages, and recognizes new and innovative ideas that benefit the patient, family, organization, or community
4. Developing a framework for implementing innovations (e.g., small tests of change, pilot studies)
5. Leveraging diversity to encourage new and innovative ideas or new patterns of thinking
6. Evaluating and applying technology to support innovation

ANCC Nurse Executive Certification
Medical Certification education
Killexams : Medical Certification education - BingNews Search results Killexams : Medical Certification education - BingNews Killexams : UCSF: LGBTQ+ Health Certificate Addresses Blind Spots that Turn Patients Away

When LGBTQ+ individuals seek medical care, they face challenges beyond just questions of diagnosis or wait times. The nuances of their sexual or gender identity mean that they are more likely to receive lower quality of care: health care workers might misgender them, misunderstand their family relationships, and not understand how hormone treatments will interact with other prescriptions.

The results can be damaging, said Annesa Flentje, PhD, associate professor in the UCSF School of Nursing and director of the Center for Sexual & Gender Minority Health at UC San Francisco. “Patients when they go to a health care provider are very vulnerable,” she said. “If they are mistreated in that setting, that can be a really distressing experience, and it can discourage them from coming back and getting the health care they need.”

“We know that there is a lack of LGBTQ+ curriculum and training hours across basically the entire field, and not just at UCSF,” said Matthew Beld, MPH, who identifies as non-binary. “What that means is students receive very minimal training on LGBTQ+ health – and even the basics of LGBTQ+ identity: What is considered sexual orientation? What is gender identity? What is gender expression? And why are pronouns important, especially in the examination room or the research office?”

We wanted to advance care at UCSF generally, to make sure that the staff were able to get the training that they needed to make sure that clinical spaces and education spaces were really inclusive for LGBTQ+ people.

According to forthcoming research, some 30 percent to 42 percent of people in a sexual or gender minority (SGM) report experiencing discrimination in health care settings, said Flentje, and those experiences can lead to hesitancy in receiving medical care, which can have all sorts of long-term negative effects, like higher rates of cardiovascular disease and smoking, as well as delaying checkups. All of this is especially relevant now, when vaccine hesitancy has contributed to the ongoing COVID-19 crisis.

Addressing this disconnect between health care providers and SGM communities inspired Flentje to develop the LGBTQ+ Health Certificate Program through the Center. The certificate program builds on UCSF’s pioneering work in LGBTQ+ health care and is open to all UCSF staff, faculty, students, fellows, and residents. The program has had one cohort of individuals, and one entire clinic to date, with plans to enroll an additional cohort once it receives additional funding.

“The health certificate was really designed to be a way for people who wanted advanced training in LGBTQ+ health,” she said. “We wanted to advance care at UCSF generally, to make sure that the staff were able to get the training that they needed to make sure that clinical spaces and education spaces were really inclusive for LGBTQ+ people.”

Customizing Care
Flentje and Beld spent a year hosting discussions and focus groups “to learn what people really wanted to know and what their level of knowledge was,” said Beld, and from those discussions, they developed the certificate.

Program participants across disciplines complete four hours of classwork together and then dive deeper into focused study. “The idea was to build a really customizable certificate, so that there could be a standard level of training plus specialization in a person’s specific area of focus,” said Flentje.

That focus culminates in a project proposal to encourage change across the institution. For example, recognizing that LGBTQ+ patients can have unpleasant experiences at intake with misgendering or ignored partners, a clinical staff person might propose a project to see how to Excellerate that intake process, said Flentje. This customizable approach allows for more targeted interventions at exactly those points where health care is most likely to fail LGBTQ+ people.

Working Against Decades of Stress
The certificate program was born out of Flentje’s own research into minority stress. “We have a pretty good body of evidence that shows that a lot of these mental health disparities, and even some physical health disparities, that were discovered among LGBTQ+ populations have direct relationships with stigma and discrimination – with what I think of as minority stress,” she said.

Her research, led by her colleague Nicholas Livingston at the National Center for PTSD, was able to find, among other things, a connection between mistreatment and the likelihood of subsequent substance abuse and other adverse outcomes.

“In our clinical trials testing interventions to reduce minority stress we’d see that people were modifying their behavior based on an experience that they had 20 years before, doing things like never holding hands with a partner at a certain block in the city because they were called a name there once and it felt very dangerous. That was 20 years ago – we’re carrying that type of stress for 20 years,” she says. “We know that stress can exert a really strong effect on the body and affect development of illness and a whole range of biological processes.”

Over the last few years, it’s become clear that these stresses aren’t just individual burdens, but create “adverse outcomes” at a population level, too. With vaccine hesitancy a factor in COVID-19 hospitalizations and deaths, the Center hosted discussions earlier this year on how LGBTQ+ folks might view the COVID-19 vaccine.

“We discussed what barriers there might be to getting the vaccine, and personal experiences with friends who are LGBTQ+ that just don’t necessarily trust medical institutions,” said Beld, “and the work we’ve done to try and convince them that the vaccine is safe – you really should get it.”

Bay Area and Beyond
The first program cohort was 29 people: 13 students, 13 staff, and three faculty. “And they come from almost every area at UCSF: We had School of Medicine, Nursing, Pharmacy, and Physical Therapy represented,” said Beld.

While other LGBTQ+-focused programs in the United States focus on clinicians, UCSF’s program integrates students, staff, and faculty and can be adapted to a variety of health care environments, said Beld. “Rural clinics, teaching hospitals, research groups that are interested in including LGBTQ+ populations and their studies. Our goal is to expand this out.”

“We built a certificate program that is flexible enough that a full professor who’s been in academia forever can complete it, but also, a security guard can complete it, a new medical student can complete it,” said Flentje. “So we’ve tried to make it flexible enough so that it can be customized to really enhance everybody’s knowledge and meet them where they are.”

Mon, 08 Aug 2022 00:05:00 -0500 en-US text/html
Killexams : Unintended Consequences of the PHM Board Certification Process

Pediatric Hospital Medicine (PHM) was designated a subspecialty by the American Board of Medical Specialties in 2016, with certification through the American Board of Pediatrics (ABP). While this recognition was a significant milestone, many hospitalists within the PHM community are concerned that the current certification process excludes competent individuals from our field and will have unintended consequences for physicians and the children we serve.

The narrow path to certification

With the introduction of PHM certification came a practice pathway whereby pediatric hospitalists could achieve certification without fellowship, provided they met a strict set of criteria set forth by the ABP. Although some modest concessions were made to these criteria in response to concerns by the community regarding gender bias and the impact of the COVID-19 pandemic, the criteria remained so strict that numerous experienced hospitalists remained ineligible. The reasons an experienced hospitalist may not have qualified for the practice pathway are myriad and often deeply personal, including family responsibilities, health issues, and non-clinical duties. 

Starting with the graduating residency classes of 2020, the practice pathway was closed altogether, requiring all physicians joining our field to participate in a two-year fellowship to become certified in PHM. Despite this requirement, the current PHM fellowship infrastructure is insufficient to accommodate a significant proportion of the candidates applying for positions; one-third of applicants did not match in the most latest cycle.1 The dearth of fellowship positions has left numerous physicians unmatched and unable to become certified in PHM.

Board-ineligible physicians face an uncertain future with only a few options: find a job with the hope of matching into a PHM fellowship in a subsequent cycle, work as a non-certified hospitalist, or forsake our field entirely.2

Consequences for the individual

One concern raised by board-ineligible trainees, early-career physicians, and experienced clinicians is whether they will be treated as second-class hospitalists compared to their board-certified peers.2,3 Board eligibility has started to become a requirement for employment at a growing number of institutions, limiting the opportunities available for career mobility and advancement, particularly in university-based settings. Dividing our workforce based on certification status without alternative avenues to obtain it devalues the individual and excludes qualified physicians from institutions and geographic locations where they would otherwise thrive as clinicians.

The closure of the practice pathway may cause additional harm to certain vulnerable individuals and limit the diversity of our field. Family responsibilities and medical school debt are disproportionately carried by women and minorities, respectively, and are both negatively associated with pursuing a subspecialty fellowship.4-6 Placing barriers in the way of groups that have historically been underrepresented could undo some of the progress PHM has made toward diversity, equity, and inclusion.

Just a few years ago, a physician could join our field and prove their competence through dedication to their patients and diligence in the craft. The vast majority of our field and leadership followed this career path. With the introduction of certification, the practice pathway rightly recognized the value of the clinician’s hands-on experience caring for hospitalized children. Now that the practice pathway is closed, many hospitalists with significant clinical experience (including during the height of the COVID-19 pandemic) feel they are being told that their skills and years of personal sacrifice do not matter.

Consequences for the workforce

To ensure children can continue to receive the care they need, we need to promote a resilient, diverse workforce and ensure future generations of physicians are well-trained. While many of the latest closures of inpatient pediatric units across the country are rooted in market forces exacerbated by the pandemic, we must recognize that any action that weakens our workforce has the potential to accelerate this trend. This could have an disproportionate effect on underserved pediatric populations.

The number of PHM fellowship positions available each year, although growing, is insufficient to train the number of pediatric hospitalists needed to maintain our workforce.7 If PHM board certification in its current form becomes a minimum standard for employment, staffing shortages may develop. Rural and community hospitals would likely be affected first, although university sites may not be spared if nocturnist coverage continues to expand and more physicians leave medicine.8,9 Alternatively, if PHM moves toward having certified hospitalists at university-based centers with non-certified hospitalists limited to community settings, a “two-tiered” PHM hierarchy would be almost inevitable.3

Mandating extended training in PHM may negatively affect trainees’ exposure to our field. Spurred by our field’s push toward a fellowship requirement to practice PHM, the Accreditation Council for Graduate Medical Education is contemplating reducing the time pediatric and family medicine residents spend on pediatric wards. Fewer residents will be available to care for patients in the near term. This gap will need to be filled by additional pediatric hospitalists, although the PHM board certification process may, actually, be discouraging residents from choosing PHM as a career.10


We each know someone affected by the board certification process. These affected individuals are our colleagues, mentees, and friends, and they deserve to have their voices heard. We should monitor the impact of board certification on our workforce and proactively seek solutions that strengthen our discipline. An expanded practice pathway can and should coexist with fellowships to allow competent pediatric hospitalists from different backgrounds to practice in hospitals with diverse needs. Although this would be a departure from the precedent set by prior developing specialties, we believe bold action is needed to overcome the unprecedented challenges facing health care today.

Thomas B. Mike, MD

Thomas B. Mike, MD

Behnoosh Afghani, MD

Behnoosh Afghani, MD

Gabrielle Fisher, MD

Gabrielle Fisher, MD

Richard Vo, MD

Richard Vo, MD

Dr. Mike is a pediatric hospitalist at Akron Children’s Hospital and Wooster Community Hospital, and a clinical assistant professor of pediatrics at Northeast Ohio Medical University in Rootstown, Ohio.

Dr. Afghani is a professor of pediatrics and chief of the University of California Irvine School of Medicine pediatric hospitalist division, and she practices pediatric hospital medicine at Children’s Hospital of Orange County in Orange County, Calif. She is also a pediatric infectious disease specialist and the founding director of several medical education programs.

Dr. Fisher is a pediatric hospitalist at Holtz Children’s Hospital and assistant professor of clinical pediatrics at the University of Miami Miller School of Medicine in Miami.

Dr. Vo is a rural community pediatric hospitalist at Campbell County Memorial Hospital in Gillette, Wyo.


  1. National Resident Matching Program. Results and data: Specialties matching service 2022 appointment year. Washington, D.C. 2022. Published May 2022. Available online at Accessed 6/27/22.
  2. Ezzio C. Inclusivity needed in PHM fellowships. The Hospitalist. 2021;25(3):12-13.
  3. Welsh G. The importance of community pediatric hospital medicine. The Hospitalist. 2021;25(1):27.
  4. Leyenaar J, Frintner M. Graduating pediatric residents entering the hospital medicine workforce, 2006-2015. Acad Pediatr. 2018;18(2):200-7.
  5. Frintner MP, et al. Pediatric resident debt and career intentions. Pediatrics. 2013;131(2):312-8.
  6. Association of American Medical Colleges. Physician Education Debt and the Cost to Attend Medical School 2020 Update. Association of American Medical Colleges. Washington, DC 2020.
  7. Wang ME, et al. The future of pediatric hospital medicine: Challenges and opportunities. J Hosp Med. 2020;15(7):428-430.
  8. Oshimura J, et al. Inpatient staffing within pediatric residency programs: work hour restrictions and the evolving role of the pediatric hospitalist. J Hosp Med. 2012;7(4):299-303.
  9. Sinsky CA, et al. COVID-related stress and work intentions in a demo of US health care workers. Mayo Clin Proc Innov Qual Outcomes. 2021;5(6):1165-1173.
  10. Chandrasekar H, et al. A changing landscape: Exploring resident perspectives on pursuing pediatric hospital medicine fellowships. Hosp Pediatr. 2021;11(2):109-115.
Mon, 01 Aug 2022 05:20:00 -0500 en-US text/html
Killexams : Point-of-Care Ultrasound Certification Academy to Host World Conference

Ultrasound leaders from around the world will gather virtually to help define the latest innovations in point-of-care ultrasound

ROCKVILLE, Md., Aug. 8, 2022 /CNW/ -- The global point-of-care ultrasound (POCUS) community, consisting of numerous specialties of healthcare providers, will gather virtually to expand and share their knowledge and experience with ultrasound at POCUS World Conference 2022 on September 16-17. Sponsored by Inteleos™, a non-profit community of medical professionals united in helping people gain the highest quality healthcare, the virtual conference will feature speakers from around the world to share best practices in POCUS education, application and certification.

The theme for this year's conference is Imaging as Innovation: Transforming Patient Care Through Point-of-Care Ultrasound. POCUS World 2022 attendees will have access to multiple learning and collaboration opportunities, including:

  • Networking opportunities through participating in a global POCUS community event.

  • Access to valuable POCUS knowledge through sessions focused on clinical applications, trends and technologies, education, and diversity, equity and inclusion.

  • Mentorship opportunities through coaching and training sessions with experienced POCUS professionals.

  • Engagement with top industry leaders who will provide insight into the latest and greatest POCUS trends including software development, artificial intelligence, and simulation solutions.

Attendees will also have the opportunity to hear from renowned POCUS professionals during various keynote addresses throughout the two-day conference. Highlights include a presentation on the latest developments in the field of lung ultrasound from Associate Professor, University of Trento (Italy) and founder of Ultrasound Lab Trento, Libertario Demi. Hospitalist physician, entrepreneur, and author of The POCUS Manifesto, Dr. Larry Istrail, will deliver a presentation on expanding the limits of physical exams through the use of point-of-care ultrasound and Dr. Lisa Rotenstein will provide insights on how to mitigate the effects of burnout in the healthcare industry and provide practical steps for improving the wellbeing of healthcare workers.

"We are excited to bring together some of the best global minds in POCUS to this year's virtual event," said Dale R. Cyr, CEO of Inteleos. "The POCUS Certification Academy™ and Inteleos are committed to expanding the knowledge and practical application of point-of-care ultrasound around the world. We believe POCUS World will help prepare and equip professionals to learn and deliver unprecedented patient diagnosis, care, and safety while using point-of-care ultrasound."

Healthcare professionals, educators, administrators, and students interested in attending POCUS World can register here:

About Inteleos
Inteleos™ is a non-profit certification organization that delivers rigorous assessments and cultivates a global community of professionals dedicated to the highest standards in healthcare and patient safety. Inteleos is the overarching governance and management organization for the American Registry for Diagnostic Medical Sonography® (ARDMS®) the Alliance for Physician Certification & Advancement™ (APCA™) and the Point-of-Care Ultrasound Certification Academy™ (POCUS™) which together represents over 124,000 certified medical professionals throughout the world. The Inteleos Foundation represents the philanthropic efforts for the organization.


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Mon, 08 Aug 2022 01:00:00 -0500 en-US text/html


Shailesh Rajguru

Shailesh Rajguru, DO, FACN, was elected the 2022-2025 chairman of the American Osteopathic Board of Neurology and Psychiatry on April 5 by the board members comprised of neurology and psychiatry physicians across the country. Rajguru has been involved with the Bureau of Osteopathic certified since 2016 and has served on different committees such as Standards Review Committee, Certification Compliance Review Committee and the Conjoint Certification Oversight Committee. In addition, he has been a member of the AOBNP since August 2013 and the secretary of the Board since August 2016. As chairman, Rajguru will be responsible for the operational governance of the board as a whole, maintaining healthy relationships with the American Osteopathic Association as well as the American College of Neuropsychiatry. Rajguru began his practice in 1999 after attending the Kansas City University of Medicine and Biosciences in Kansas City, Missouri, for his degree in Osteopathic Medicine and his internship and neurology residency at the University of South Florida in Tampa. Rajguru is board certified in neurology and a fellow of the American College of Neuropsychiatry. He joined Bond Clinic in 2016. Rajguru spearheaded the Nova Southeastern Student Doctor program.


Jolie Szocki

Board-certified pediatrician Jolie Szocki, M.D., has joined the Watson Clinic team at the Watson Clinic North Pediatrics location, 1430 Lakeland Hills Blvd., Lakeland. Szocki received her medical degree from the University of the West Indies in St. Augustine, Trinidad. She completed her residency in pediatrics at the University of Florida College of Medicine in Gainesville and her fellowship in pediatric hematology and oncology at the University of Florida College of Medicine in Jacksonville. Szocki is board-certified by the American Board of Pediatrics and is a member of the American Association of Pediatrics and the American Society of Pediatric Hematology and Oncology.

The Watson Clinic Foundation Arts in Medicine program offers a Breast Cancer Survivorship Series with the support of local partners including the Polk Museum of Art, Florida Dance Theater and the Garden Club of Lakeland. The series will be offered twice yearly and consists of four classes per series. The first series of four classes begins in September and continues on the first Thursday of each month through December. Classes are free and open to breast cancer survivors throughout the community who are within their first five years of survivorship (as determined by their date of diagnosis). There are a limited number of seats available, and participants must register prior to Aug. 22, for the first series. Submit a registration request at or call 863-603-4718 for more information. The Breast Cancer Survivorship Series is presented by the Watson Clinic Foundation’s Arts in Medicine program through a grant from the Florida Breast Cancer Foundation.


The following medical professionals have joined the Lakeland Regional Health team.

Ajit Brar

Ajit Brar, M.D., is a board-certified family medicine physician with extensive experience in areas such as geriatrics, sport medicine, primary care and urgent care. Brar also cares for obstetric patients and delivers babies. She earned her medical degree at Ross University School of Medicine in Barbados and completed her residency and fellowship at Mercy Health System in Janesville, Wisconsin. Brar is a member of the American Academy of Family Physicians and sees patients at the LRH Highlands office.

Keisha Ellis

Keisha Ellis, M.D., is a board-certified internal medicine physician specializing in endocrinology with emphasis on the management of obesity, diabetes and thyroid disease. As a clinical professor for graduate medical education, she also serves as the associate program director of the LRH Internal Medicine Residency program. Ellis earned her medical degree at Ross University School of Medicine in Barbados and completed her residency in internal medicine at the University of Connecticut in Storrs, Connecticut, and her fellowship in endocrinology at the University of South Carolina in Columbia, South Carolina. Ellis’s research has been published and presented nationwide. She sees patients at LRH’s Morrell Internal Medicine location.

Ashley Vanegas

Ashley Vanegas, PA-C, is a physician assistant specializing in orthopedics. Vanegas is a member of the Air Force Reserve at MacDill Air Force Base in Tampa and manages the Physical exam and Standards program for the Air Force Reserve Wing. She has also held additional clinical leadership positions at MacDill. Vanegas earned her Bachelor of Science in Health Science degree, a Master of Business Administration degree and a Master of Science in Health Sciences degree in Health Care Management at Trident University International in Cypress, California. She then completed her Master of Physician Assistant Medicine degree at the University of Tampa.. Vanegas is certified by the National Commission on Certification of Physician Assistants. She cares for patients at the LRH Medical Center.

Danielle Bennett Baldwin

Danielle Bennett Baldwin, APRN, is a board-certified advanced practice registered nurse specializing in family medicine. She has extensive experience in caring for patients in clinic settings, including walk-in clinics and family practice. After completing a Bachelor of Health Science degree and a Bachelor of Science in Nursing degree at the University of Florida in Gainesville, Baldwin earned a Master of Science in Nursing degree at the University of Florida. She cares for patients at the LRH Lake Miriam Campus.

Yamslee Landfair

Yamslee Landfair, MS, APRN, ACNPC-AG, CCRN, is an advanced practice registered nurse specializing in trauma. Landfair has extensive experience in diagnostic and interventional procedures, and care of critically ill patients. Landfair earned her Bachelor of Science in Nursing degree from Lasalle University in Philadelphia. She earned her Master of Science in Nursing degree and completed a post-master’s fellowship in critical care at the University of Pennsylvania in Philadelphia. She cares for trauma patients at LRH Medical Center.

Akaycha Robinson

Akaycha Robinson, APRN, is an advanced practice registered nurse specializing in cardiovascular thoracic surgery. Robinson has extensive experience in the operating room as well as acute care facilities and intensive care. Robinson earned her Bachelor of Arts in Health Science degree from the University of South Florida in Tampa and her Bachelor of Science in Nursing degree at Utica College in St. Petersburg. She earned her Master of Science in Nursing degree at Walden University in Minneapolis. Robinson is a member of the American Heart Association and the Association of Perioperative Nursing, and cares for patients at  LRH Medical Center.

Lakeland Regional Health recently broke ground at its Interstate-4 and Kathleen Road location. Once complete, along with offering primary care and specialty care, the I-4 location will be home to Lakeland Regional Health’s Graduate Medical Education residency program, with nearly 200 residents in the program once it is fully operational. Currently, four residencies have received accreditation through the Accreditation Council for Graduate Medical Education: general surgery, internal medicine, psychiatry and a surgical critical care fellowship. The organization is exploring future residency programs in emergency medicine, family medicine, obstetrics and gynecology and transitional year. Once the I-4 location opens, Lakeland Regional Health will have nearly 20 facilities in Polk and Hillsborough counties.

This article originally appeared on The Ledger: New members of health groups

Mon, 01 Aug 2022 21:05:00 -0500 en-US text/html
Killexams : American College of Lifestyle Medicine Named New Content Provider for American Medical Association Online Learning Platform

The MarketWatch News Department was not involved in the creation of this content.

American College of Lifestyle Medicine Named New Content Provider for American Medical Association Online Learning Platform

Aug 02, 2022 (PRNewswire via COMTEX) -- PR Newswire

ST. LOUIS, Aug. 2, 2022

The addition of the American College of Lifestyle Medicine (ACLM) as a content provider to AMA Ed Hub(TM) will expand access to ACLM's evidence-based continuing medical education courses that focus on the six pillars of lifestyle medicine -- nutrition, physical activity, restorative sleep, stress management, positive social connection and avoidance of harmful substances.

ST. LOUIS, Aug. 2, 2022 /PRNewswire-PRWeb/ -- The American College of Lifestyle Medicine (ACLM) announced today that it has become a content provider of educational courses to AMA Ed Hub(TM), the American Medical Association's (AMA) comprehensive online learning platform that supports the learning, licensure and certification needs of physicians and other health professionals.

The addition of ACLM as a content provider to AMA Ed Hub will greatly expand access to the professional medical society's evidence-based continuing medical education courses (CME) focused on the six pillars of lifestyle medicine -- nutrition, physical activity, restorative sleep, stress management, positive social connection and avoidance of harmful substances. ACLM joins other well-known organizations such as the JAMA Network(TM), the American College of Radiology and the Society of Hospital Medicine as AMA Ed Hub content providers, among many others.

"The designation of the American College of Lifestyle Medicine as an official AMA Ed Hub content provider means that more health care professionals will be able to experience and benefit from ACLM's high-quality, evidence-based educational courses," said ACLM President Catherine Collings, MD, MS, FACC, DipABLM. "We are delighted to collaborate with the AMA to provide health professionals the knowledge to apply whole-person, prescriptive lifestyle changes to treat and, when used intensively, often reverse conditions such as cardiovascular diseases, type 2 diabetes and obesity."

Lifestyle medicine is a medical specialty that uses therapeutic lifestyle interventions as a primary modality to treat chronic conditions including, but not limited to, cardiovascular diseases, type 2 diabetes, and obesity. Lifestyle medicine certified clinicians are trained to apply evidence-based, whole-person, prescriptive lifestyle change to treat and, when used intensively, often reverse such conditions. Applying the six pillars of lifestyle medicine also provides effective prevention for these conditions.

ACLM offers over 100 hours of CME and CE via online courses and in-person events, as well as maintenance of certification for various specialties and for those certified in the field of lifestyle medicine. Continuing medical education courses ensure that physicians and other health professionals stay current in a field or specialty, Excellerate the care they provide and maintain licenses or credentials to practice in hospitals.

The AMA Ed Hub is a streamlined digital platform with more than 8,000 activities and almost 4,000 CME options in a variety of formats such as articles, podcasts, videos, quizzes and interactive modules.

ABOUT ACLM--The American College of Lifestyle Medicine is the nation's medical professional society advancing lifestyle medicine as the foundation for a redesigned, value-based and equitable healthcare delivery system, leading to whole person health. ACLM educates, equips, empowers and supports its members through quality, evidence-based education, certification and research to identify and eradicate the root cause of chronic disease, with a clinical outcome goal of health restoration as opposed to disease management.

ABOUT THE AMA-- The American Medical Association is the physicians' powerful ally in patient care. As the only medical association that convenes 190+ state and specialty medical societies and other critical stakeholders, the AMA represents physicians with a unified voice to all key players in health care. The AMA leverages its strength by removing the obstacles that interfere with patient care, leading the charge to prevent chronic disease and confront public health crises and driving the future of medicine to tackle the biggest challenges in health care.

Media Contact

Jean Tips,, 971-983-5383 x 119,

SOURCE The American College of Lifestyle Medicine


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Copyright (C) 2022 PR Newswire. All rights reserved

The MarketWatch News Department was not involved in the creation of this content.

Tue, 02 Aug 2022 05:30:00 -0500 en-US text/html
Killexams : Directorate of Medical Education calls for applications for paramedical programmes

Aspirants can apply online from 10 a.m. on Monday till 5 p.m. of August 12

Aspirants can apply online from 10 a.m. on Monday till 5 p.m. of August 12

The Directorate of Medical Education has issued a notification for admission to paramedical courses. Aspirants can apply online from 10 a.m. on Monday till 5 p.m. of August 12.

Aspirants may apply for diploma, degree and certificate courses in pharmacy and nursing programmes. Government medical colleges will offer as many as 19 paramedical degree courses, while self-financing colleges will offer four courses.

Of the 24,736 seats, 16,693 seats are under State quota. In 25 government colleges, a total of 2,060 seats are available for diploma in nursing course. In 27 government medical colleges, 8,596 seats are available for other diploma/certificate courses, according to the DME.

There is no change in the number of seats available for each of the 19 courses in government medical colleges this year. A total of 2,536 seats were available 2021-22.

Sun, 31 Jul 2022 07:27:00 -0500 en text/html
Killexams : 5 things to know about how military veterans in Florida can teach without certification No result found, try new keyword!Here are 5 things to know about a new law clearing a pathway for military veterans to teach in Florida classrooms without a college degree. Thu, 28 Jul 2022 22:05:17 -0500 en-us text/html Killexams : MC Exclusive | NMC seeks accreditation for global recognition of India’s medical colleges No result found, try new keyword!The World Health Organisation and World Medical Education Federation guidelines for accreditation of basic medical education recommend that national standards be set at an acceptable international ... Tue, 02 Aug 2022 20:30:23 -0500 en-in text/html Killexams : Medical Students From China, Ukraine Can Now Appear For FMGE. Details Here

New Delhi: Indian medical students who returned to India last year due to COVID and the war in Ukraine will now be permitted to appear in Foreign Medical Graduate Exam. The Foreign Medical Graduate Examination (FMGE) exam allows students to practice medicine in India. The National Medical Commission (Undergraduate Medical Education Board) made the declaration on Friday bringing a great relaxation for students whose education was affected, especially those who were enrolled in China, Ukraine, and the Philippines as most of them have not been able to resume their education.Also Read - Postponement Will Impact Patients' Care & Treatment, SC Refuses to Defer NEET-PG 2022, Exams to be Held as Scheduled

Only students who have completed the courses and have been granted a certificate of completion on or before June 30, 2022, will be eligible for this one-time relaxation by the National Medical Commission (NMC), the apex body regulating medical education in the country. Also Read - SC Dismisses Plea To Postpone NEET PG 2022 Scheduled For May 21, Says Will Create Chaos And Impact Patient Care

  • Students who will qualify for the Foreign Medical Graduate (FMG) exam will be required to undergo a Compulsory Rotating Medical Internship (CRMI) for two years instead of the existing one year.
  • The Compulsory Rotating Medical Internship for the remaining students will continue to be for one year.
  • The internship period has been doubled to make up for the clinical training which could not be physically attended by the foreign medical graduates during their course in the institutes abroad and to familiarise them with the practice of medicine under Indian conditions.
  • As per the rules by NMC, foreign medical graduates will be eligible to get registration only after completing the CRMI for two years. The relaxation granted to the foreign medical students is a ‘one-time measure’ and should not be treated as precedence in the future, said NMC.

NOTE: At present, to appear for the FMGE exam in India, foreign medical graduates have to complete their training and a one-year internship at the university they are enrolled in. They then had to do a one-year internship in India as well to get permanent registration. Also Read - Ukraine Returned Students Gather At Delhi's Jantar Mantar, Demand Admission To Indian Institutions

The decision comes after the Supreme Court on April 29 directed the regulatory body to frame a scheme in two months to enable MBBS students affected by the Russia-Ukraine war and the pandemic to complete their clinical training in medical colleges here as a one-time measure.

Since last year, NMC has been actively considering allowing final year medical students who returned from Ukraine and China to complete their education from their parent universities online and then take the Foreign Medical Graduate exam (FMGE).

Around 18,000 medical students returned from Ukraine after the war started in February. The students, while attending theory classes online, have been asking the Indian government to accommodate them in India. However, officials from NMC have been clear that this cannot be done.

Fri, 29 Jul 2022 15:44:00 -0500 en text/html
Killexams : Florida offering military veterans education certification

(The Center Square) – In another effort to provide job opportunities to military veterans and address a teacher shortage, Florida is making it easier for qualified veterans to receive an education certificate and begin teaching in Florida public schools.

“Florida is proud to offer qualified military veterans a longer runway to earning a professional educator certification,” Education Commissioner Manny Diaz Jr. said. The state’s “Military Veterans Certification Pathway” program became effective July 1.

The state is issuing a five-year temporary certificate to qualified military veterans who have not yet earned their bachelor’s degrees and meet certain criteria.

They must have a minimum of 48 months of active duty military service with an honorable/medical discharge, a minimum of 60 college credits with a 2.5 grade point average, have a passing score on a Florida subject area examination for bachelor’s level subjects that demonstrate a mastery of subject area knowledge.

Applicants must also complete a waiver request to avoid paying application fees. They are encouraged to apply online.

Diaz says since July 1, they’ve had 83 applications to the program so far.

The temporary certificate enables qualified veterans to teach while they continue their education with the goal of obtaining a bachelor’s degree in teaching.

The program was created through a new bill passed by the legislature and signed into law by Gov. Ron DeSantis in June. DeSantis signed six bills into law supporting veterans, military members and their families to offer a range of support related to employment, educational and other opportunities.

The new laws provide educational opportunities for disabled veterans enabling them to receive free tuition and pay no fees, change education requirements for children of active-duty military families that transfer to new schools, change to state agencies requirements to allow military experience when applying for civilian jobs, require the Department of Business and Professional Regulation to expedite license applications of active-duty military spouses, and update the definition of Uniformed Service to include the U.S. Space Force and updates military base names.

In addition to signing these bills into law, DeSantis also announced more than $3 million was being awarded to military communities, $20 million was being dedicated to CareerSource Florida and state workforce agencies for targeted workforce training to support veterans focusing on high demand industries including aviation, aerospace, and defense.

“In Florida, we value those who protect and serve our nation and the sacrifices that their families make,” DeSantis said when signing the bills into law. “That is why we work to provide tangible support that enhances the lives and communities of service members for generations to come.”

According to a recently published 2022 Florida Defense Industry Economic Impact Analysis by the Florida Defense Support Task Force, Florida’s military and defense industry supported more than 860,000 jobs in 2020. Florida saw a 12% increase in direct defense spending from $44 billion in 2018 to $49.3 billion in 2020, which generated more than $96.6 billion in value-added economic impacts, or 8.5% of the state’s economy.

Florida has 1.5 million military veterans and retirees.

Mon, 01 Aug 2022 01:10:00 -0500 en text/html
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