Professional Documents
Culture Documents
ON STAFF
DEVELOPMENT
FOR EDUCATORS
Submitted to:
Submitted by:
The Dean
I M.Phil (N)
MCON
MCON
DEFINITION:
Staff development includes all training and education undertaken by an employer to
improve the occupational and personal knowledge, skills, and attitudes of employees.
A process consisting of orientation, in-service education and continuing education for the
people of promoting the development of personnel within any employment setting, consistent
with the goals and responsibilities of the employment.( ANA)
To provide the opportunity for nurses to continually acquire and implement the knowledge,
skills, attitudes, ideals and valued essentials for the maintenance of high quality of nursing
care.
GOALS:
Assist each employee (nurse) to acquire personal and professional abilities that maximize
the possibility of career advancement.
OBJECTIVES
To orient the personnel to care objectives, job duties, personnel policies, and agency
regulations.
Help nurses to close the gap between present abilities and the scientific basis for nursing
practice that is broadening through research.
Provide Educational activities for all nurses employed by the health care agency directed
towards change behavior related to role expectations.
It concerned with growth and development of personnel from their initial contact with a
healthcare agency until termination of service
Induction Training.
Job Orientation.
In service education
Continuing education
1. INDUCTION TRAINING
Need of induction training
Increased productivity.
Steps in induction
Tour of facilities
Departmental visit
Internship
Preceptorship
Mentorship
2. JOB ORIENTATION
Meaning
The process of creating awareness with an individual of his/her roles, responsibilities and
relationships in the new work situation.
Components
A new employee to his or her job setting so that he / she is aware of his/ her job
responsibility and expectation.
Present employee to the job responsibilities of his/ her expanded/ enriched role.
Types of orientation
General orientation
Specific orientation
Personnel
Services
Functions to be undertaken
3. IN SERVICE EDUCATION
Definition
In service education is a planned educational experience provided in the job setting and
closely identified with services in order to help person perform more effectively as a person and
as a worker.
Concept of in-service education Closely identified with services Help a persons to
improve performance effectively Planned education activities Provided in a job setting
Need
Rapid changes in medical and nursing practice create a need for in service education.
Increase number of the people seeking health care as the population enlarges makes it
necessary for the nurses to function at her highest potential as quickly as possible.
As health care delivery system become more complex, the need for continues skill training
also increased.
4. CONTINUING EDUCATION
Definition
Continuing education is all the learning activities that occur after an individual has
completed his basic education- cooper
The education which builds a previous education is called continues education-Shannon
Aims of continuing education
Increase ability in order to solve the problem in a clinical teaching/ administrative area.
To help the nursing personnel to perform correct methods and procedures with
understanding.
Types of skills
Psychomotor skill
Cognitive skill
Teaching skills
Affective skill
Communication skill
Supervisory skills
Individual nurse needed to have greater freedom to choose the specific field of nursing in
which she would work.
Set the stage, using equipment similar to that provided for the worker in the work situation.
Give reasons why the procedure is carried out in this way in this agency;
Break the activities in to logical steps, necessary to carry out the procedure.Demonstrate
step by step.
Make certain that the person has learnt by requiring a return demonstration
Qualified administrative, educational and support personnel are provided to meet the learning
and developmental needs by nursing services personnel.
Standards III learner
Nursing staff development educators assist nursing personnel in identifying their learning needs
and planning learning activities to meet those needs.
Standard IV program planning
Provides the unit systematically, plans and evaluate the overall nursing staff development
program in response to health care needs.
Standard V educational design
Educational offering and learning experience are designed through the use of educational process
and incorporate adult education and learning principles.
Standard VI material resources and facilities
Material sources and facilities are adequate to achieve the goals and implement the functions of
the overall nursing staff development unit.
Standard VII records and reports
The nursing staff development unit establishes and maintains a record keeping and report system
Standard VIII evaluation
Evaluation is an integral ongoing and systematic process, which includes measuring the impact
on the learning
Standard IX consultation
Nursing staff development educators use the consultation process to facilitate and enhance
achievement of individual, departmental and organizational goals.
Standard X climate
Nursing staff development educators foster a climate which promotes open communication,
learning and professional growth.
Standard XI systematic enquiring
Nursing staff development educators encourage systematic inquiry and applications of the results
into nursing practice.
Potential difficulties in staff development & training activities
Lack of time
Conflicting priorities
Fear that trained employee will leave the organization or will be poached by competitor.
CONCLUSION
Any professional body requires members to provide evidence that they are in touch with
the latest developments and techniques. All individuals who take a professional interest in their
jobs should be alert to the need to enhance their skills and competencies. Demands for
continuous quality improvement and public accountability mean that all support staff,
researchers, managers, and academic staff must be able to demonstrate that they are keeping
abreast of new knowledge, techniques and developments related to their roles, and be keenly
aware of the changing higher education landscape.
REFERENCES
1. Sarah B Keating. Curriculum development and evaluation in Nursing. 1st edition. 2006.
Lippincott Williams and Wilkins. Philadelphia.
2. KP Neerja. Text book of Nursing Education. 1st edition. Jaypee brothers medical
publishers. New Delhi. 2003.
3. B.T. Basavanthappa. Nursing education. Jaypee Brother Medical publishers. New Delhi:
2004
4. Loretta E Heidgerken. Teaching and learning in school of nursing principles and
methods.3rd edition. Konaels publishers. Delhi: 2006