Revista Horizontes: primavera/otoño 2013 | Año LVI-LIX Núms. 108-115

Institute of Medicine of the National Academies. (2003). Patient Safety : Achievement a new standards of care . Washington, DC: National Academic Press. Ironside, P. M., Jeffries, P. M., & Martin, A. (2009). Fostering patient safety competencies using multiple-patient simulation experiences. Nursing Outlook, 57 (6), 332- 337. Lenburg, C. B. (1999). Redesigning expectations for initial and continuing competence for contemporary nursing practice. Online Journal of Issues in Nursing, 4 (2). Le Roux, L. Z., & Kanyile, T. D. (2012). A cross-sectional survey to compare the competency of learners registered for the Baccalaureus Curationis program using different learning approaches at the University of Western Cape. Curationis, 34 (1). McHugh, M. D., & Lake, E. T. (2010). Understanding clinical expertise: Nurse education, experience and the hospital context. Research of Nursing Health, 33 (4), 276-287. Miller, C. L., & LaFramboise. (2009). Student learning outcomes after integrating of quality and safety education competencies into a senior-level critical care course. Journal of Nursing Education, 48 (12), 678-685. Nightingale, F. (1860). Notes on Nursing: What is and what is not. New York: Appleton and Company. Pauly-O’Neill. S., & Cooper, S. (2013). Addressing gaps in quality and safety education during pre-licensure clinical rotations. Journal of Nursing Education and Practice, 3 (11), DOI: 10.5430/jnep.v3n11p65. Sanavitis, A. (1987). La evolución histórica de los programas de enfermería en educación superior en Puerto Rico. Boletín del Colegio de Profesionales de la Enfermería de Puerto Rico. 4, 10-13. Smith, E. L. (2012). Current assessments of quality and safety competencies in registered professional nurses: An examination of Nurse Leader Perceptions. (Doctoral dissertation, Columbia University), ProQuest LLC. Sullivan, D., Hirst, D., & Cronenwett, L. (2009). Assessing quality and safety competencies of gradating prelicensure nursing students. Nursing Outlook, 57 (4), 323-331. Walsh, T. J., Jairath, N., Paterson, M. A., & Grandjean, C. (2010). Quality and safety education for nursing clinical evaluation tool. Journal of Nursing Education, 49 (9), 517-522. DUTIES AND PERFORMANCE OF ENGLISH SCHOOL FACILITATORS AND IMPLICATIONS TO EDUCATIONAL MANAGEMENT Dr. Jomayra Toro Colon Pontificia Universidad Católica de Puerto Rico Abstract The goal of the English Program of the Puerto Rico Department of Education (PRDE) is for all students to reach their full potential in English language learning, with a mission of preparing individuals to become bilingual. In order for this to happen, teachers must be professionally prepared and the curriculum aligned to the PRDE standards. For this reason, Law 149 (PRDE, 1999) stipulates the duties that are to be performed by the School Facilitators for each PRDE School Region. The findings of the investigation revealed that all the duties assigned by the PRDE and performed by the English School Facilitators proved to be important for all participants. According to the data, not all of the duties performed were experienced. interaction; and Gather qualitative and quantitative data based on the teaching methodologies used in the classroom. Introduction By 1997, the Puerto Rico Department of Education (PRDE) approved Circular Letter 19-97-98, which established the functions of the academic facilitator, earlier known as supervisors. According to the document, the facilitator responds to teachers’ need for technical assistance. The facilitators’ duties are to collaborate with teachers by providing feedback of their teaching methodology with the purpose of determining the necessary recommendations to improve teacher’s classroom performance, fostering a positive attitude towards change, and allowing teachers to become involve in the decision making process. Fajardo (1997) stated that school directors should act as facilitators of the academic efforts by providing teachers with necessary spaces in their schedules in order to participate in personal and academic development activities. According to the author, in order for the resolution to be successful, the PRDE should be in charge of: 1. assigning instruction in the English language to all specialists in the area, 2. creating centers for personnel where resources are available for teachers in order to improve skills in all aspects of instruction, 3. establishing programs that strengthen teachers and school administrators emotional health, provide equipment, and other resources, horizontes@pucpr.edu Años LVI-LIX Núms. 108-115 Horizontes – primavera / otoño 2013-2016 56