As part of its planning process, the provider ensures that each activity is intentionally designed to improve learners’ ability to apply evidence-based strategies in practice. Educational design incorporates opportunities for learners to analyze realistic clinical scenarios, practice decision-making, and develop plans for implementing new approaches in their work settings. The provider uses instructional methods such as case-based learning, guided application exercises, and practice-focused action planning to help learners translate education into meaningful changes in professional practice.
Rationale: The Designed to Change criterion expects providers to use educational strategies that support learners in applying what they have learned to practice. By incorporating realistic scenarios, opportunities to practice decision-making, and structured planning for implementation, the provider moves beyond the transmission of information and creates learning experiences that support changes in professional practice.
