In service edn
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This document discusses staff development programs and continuing education for nurses. It defines staff development as the process of personal and professional growth for nurses while employed. The main components of staff development discussed are induction training, job orientation, in-service education, and continuing education. Induction training introduces new employees to organizational policies, while job orientation acquaints them with specific job responsibilities. In-service education and continuing education help nurses maintain and develop skills. The goals of staff development are to help employees improve performance and advance their careers. Factors such as technological advances and changes in health care necessitate ongoing education. The roles of educators in developing and evaluating effective staff development programs are also outlined.
In service edn
- 2. Definition • Staff development is the process directed towards the personal and professional growth of nurses and other personnel while they are employed by a health care agency. • Staff development refers to all training and education provided by an employee to improve the occupational and personal knowledge, skills and attitudes of vested employees. Contd
- 3. Definition • Staff development refers to the processes, programs and activities through which every organization develops, enhances and improves the skills, competencies and overall performance of its employees and workers. Contd
- 4. Definition • 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)
- 5. Need for staff development:- • Social change and scientific advancement • Advancement in the field of science like medical science and technology. • 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 • As part of an individual's long-term career growth. • To add or improve skills needed Contd.
- 6. Need for staff development:- • Being necessary to fill gap in the past performance • To change or correct long-held attitudes of employee • Need to increase the productivity and quality of the work. • To motivate employees and to promote employee loyalty • Fast growing organizations.
- 7. Goals • Assist each employee (nurse) to improve performance in his/her position. • Assist each employee (nurse) to acquire personal and professional abilities that maximize the possibility of career advancement.
- 8. Objectives •To increase employee productivity. •To ensure safe and effective patient care by nurses. •To ensure satisfactory job performance by personnel. Contd
- 9. Objectives • To orient the personnel to care objectives, job duties, personnel policies, and agency regulations. • To help employees cope with new practice role. • To help nurses to close the gap between present abilities and the scientific basis for nursing practice that is broadening through research.
- 10. Types of staff development:- Induction training Job orientation In-service education Continuing education Training for special function
- 11. 1. Induction training:- • It is a brief, standardised indoctrination to an agency’s philosophy, purpose, policies and regulations given to each worker during her or his first 2 or 3 days of employment in order to ensure his or her identification with agency’s philosophy, goals and norms.
- 12. Need of induction training:- • Increased retention of newly hire employees, • Improved employee morale and Increased productivity.
- 13. Steps in induction:- 1. Tour of facilities 2. Introduction to the other employees, superiors and subordinates. 3. Description of organizational functions. 4. Departmental visit 5. Orientation to philosophy goals and objectives 6. Administration policies and procedures
- 14. 2. Job orientation:- • It is an individualised training programme intended to acquaint a newly hired employee with job responsibilities work place, clients and co-workers. • The process of creating awareness with an individual of his/her roles, responsibilities and relationships in the new work situation.
- 15. • 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. • The old employees to the policy changes.
- 17. Importance of orientation programme • Provides essential, relevant and necessary information • Helps employee to gain confidence, • Lessen the time for the employee to learn about new situations related to his/her job setting. • Helps the new employee to develop a sense of belonging Contd
- 18. Importance of orientation programme • Eliminates : Learning by trail and error Passing of incorrect information by old employees and peers. Reduces misinterpretation Mistakes and confusion Apprehension Help new employee in solving initial problems and adjust the new situation/environment, Acquaints her with personnel services readily with in the institution/community
- 19. Content of an orientation programme:- The organisation and its environment Policies, rules and regulation Personnel Services Functions to be undertaken
- 20. 3. In-service education:- Definition:- • In-service education is a planned learning experience provided by the employing agency for employees. • 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.
- 21. 4. CONTINUING NURSING EDUCATION Continuing education of health workers includes the experiences after initial training which help health care personnel to maintain and improve existing, and acquire new competencies relevant to the performance of their responsibilities. Contd.
- 22. Continuing education:- • “Continuing education is all the learning activities that occur after an individual has completed his/her basic education.” (COOPER) • “The education which builds on previous education.” (SHANON)
- 23. Need for continuing education:- • To ensure safe and effective nursing care as nurses need to keep updated with interest, knowledge and technical advances. • To meet the needs of population. • To develop the nurses’ by updating their knowledge and prepare them for specialization. Contd.
- 24. Need for continuing education:- • For career advancement. • With the advancement of technology, new role change takes place and to play those roles, education is required. • To acquire special skills. • Due to shortage of nurses (because their movement to abroad, more hospital and training college), more knowledgeable person is required.
- 25. Functions of continuing education:- • To meet the health needs and public expectations. • To develop the practicing abilities of the nurse. • To recognize gaps in knowledge. • To test abilities of participants to do formal academic study. Contd.
- 26. Functions of continuing education:- • To improve the communication between the participants, faculty, community and health sector. • To shape or support university educational policies and practices. • To ensure the quality of education. • To grant the budget for extension studies. • To maintain the academic standards. • To provide opportunities for educational growth. Contd
- 27. Functions of continuing education:- • To maintain the roles as bed side nurses and to assume more supervisor, administrative, to specialize and to generalize the practice. • To provide and prepare faculty who see continuing nursing education as a personal responsibility. • To provide a variety of continuing nursing education opportunities of high quality to nurses in both education and service changes.
- 28. 5. Training for specific function :- Definition:- • This is concerned with developing expert technical or manual skills, communication and helps the personnel to perform their functions effectively.
- 29. Objectives: To help the nursing personnel to perform correct methods and procedures with understanding. •Establishing standards and quality of nursing services. •Procedure to skill nurses to skilled nurses.
- 30. Types of skills:- Psychomotor skill Cognitive skill Teaching skills Affective skill Communication skill Supervisory skills
- 31. Need for skill training:- • Individual nurse needed to have greater freedom to choose the specific field of nursing in which she would work. • Good work to be recognized and reward. • A venues of advancement and promotion need to be better development • Fear of making mistakes..
- 32. Methods of delivering staff development programme:- Induction Physical tour of the faculities Group discussion Seminar Hand book and pamphlet
- 33. Job orientation Orientation Seminar Discussion Hand out or book and pamphlets
- 34. In-service education Orientation Skill training Continuing education Leadership training
- 35. Continuing education Lecture Demonstration Seminar Journal club Book review Correspondence course Formal course Clinical research
- 38. IN-SERVICE EDUCATION In-service education is a planned instructional or training program provided by an employing agency in employment setting and is designed to increase competence in a specific area.
- 39. FEATURES • Unified Approach • Relationships with other systems • Comprehensiveness • Accessibility for woman health workers • Integration with the management process • Analysis of needs as a basis for learning continuity • Internally coordinated • Relevance in planning • Credibility and economic • Appropriateness in implementation
- 40. NEED • Safe and effective nursing care. • Meet the need of the population. • Update the knowledge. • Career advancement. • Acquire specialized skills of personnel and meet technologic adjuncts. • Prepare in administrative and leadership positions. • Shape their own destiny.
- 41. FUNCTIONS • To meet the health needs and public expectations. • To develop the practicing abilities of the nurse. • Recruitment function. • Recognize gaps in their knowledge. • To improve the communication between the participants, faculty, community, and health sector. Cont
- 42. FUNCTIONS (Contd) • To test the participants ability to do formal academic study. • To shape or support university educational policies and practices. • To ensure the quality of education. • To grant budget for extension studies. • To maintain academic standards. • To meet educational requirements.
- 43. PHILOSOPHY • Nurse`s philosophy of life, nursing and education, belief, etc. will influence the philosophy of continuing nursing education. • It focuses on individual learner. • The thoughtful teacher recognizes that one’s philosophy of education is always an emerging one, rather than a static one. Contd.
- 44. PHILOSOPHY • Learning must be a continuous process throughout the lifespan, not limited to formal courses of study. • Nursing is based on knowledge of the physical and psychological functioning of man within his environment, expanding the knowledge related to man and his dynamic, proliferating fields of operation is of concern.
- 45. ELEMENTS • Learner • Teacher/ Educator
- 46. Role of Educator • Guide and counsellor to the learner. • An arranger and organizer of learning experiences. • Motivator and an encourager of students. • Evaluator of programmes. • Involving resources experts for teaching the students. Contd
- 47. • Providing instructional materials. • Select and evaluate materials prepared by others. • Administrative role (planning, directing, budgeting and evaluation). • Public relations role to change the image of nursing and in recognizing the contributions and potentials of nurses
- 48. PLANNING FOR IN-SERVICE EDUCATION PROGRAM
- 49. PLANNING FOR IN-SERVICE EDUCATION PROGRAM • A successful continuing nursing education programme is the result of careful and detailed planning. • Aspects of continuing nursing education planning: Broad planning by institution and agencies responsible for continuing nursing education. Specific planning by individuals for their own continuing education.
- 50. WHY PLANNING IS NEEDED? • Planning is essential to: -Meet the nursing needs. -Use available resources. -Meet needs at all levels i.e., local, state, regional, national, and international. -Avoid duplication and fragmentation of efforts. -Help keep at a minimum any gaps in meeting the continuing education needs of the nurses.
- 51. • The selection of teaching faculty may depend on the availability of the person rather than his expertise or teaching ability. • The content of the programme is designed around faculty knowledge and learning needs of the participants. • Planning is an ongoing process, the rapid technologic advances and proliferation of knowledge demands continuous planning to meet ever changing learning needs.
- 52. PLANNING PROCESS • 1.Plan • 2. Establishing goals and objectives. • 3. Determining needs and priorities. • 4. Assess the available resources. • 5. Plan the budget appropriate for the programme .
- 53. 1.Plan • A careful & detailed planning is required. • Broad planning by institution & agencies. • Specific planning by the individuals for their own continuing education. • Planning Process: WHAT? WHY? HOW? WHERE? WHEN? WHO?
- 54. 2. Establishing goals and objectives. • Planning significant & realistic goals to stimulate & direct action. • An objective is specific desired end or accomplishment desired to sought. • To assist nurse identifying & meeting current learning needs. • To influence societal changes having implications for nursing. • To assess the health needs of the nurses, hospitals & community. Collaborate with other health disciplines. • To disseminate new information from varied channels.
- 55. 3. Determining needs and priorities. Assessment of needs will be bone by • Survey. • Mailed questionnaires. • Interview. • Formal & informal discussions. • Check list. After assessing the needs, prioritization is to be done.
- 56. 4. Assess the available resources. • Financial • Personnel
- 57. 5. Plan the budget appropriate for the programme. • The fee is set on the basis of the cost involved & the expected enrolment. • Separate budget is required for each specific activity & each individual offering is expected to be self-supporting.
- 58. EVALUATION OF IN-SERVICE EDUCATION PROGRAMS
- 59. • Evaluation is needed to assess the effectiveness of the programme or the progress in order to find out to what extent pre-set goals have been achieved evaluations should be done at different stages of the programme. E.g. Preparatory stage; Implementation stage; the impact of programmes; the process of programme operation, the management systems, efforts and performance evaluation.
- 60. Purpose of evaluation • To identify the areas which require greater attention in-terms of participation of trainees, academic activities and management (at planning stage). • To identify bottlenecks in various activities carried out during the operation of the programme (implementation stage). • To assess the applicability of training in field or actual situation. • Qualitative improvement in instruction, promotes better learning, determines future changes and needs. • For quality control or qualitative improvement.
- 61. What to evaluate? Evaluation should cover: • The growth and satisfaction of participants. • The outcome course and the whole programme/activity/task. • Effectiveness of faculty members. • Transfer of knowledge. • Effect on the system.
- 62. Procedures for evaluation: • Pre-test and post-test. • Attitude tests. • Observation of skills. • Questionnaire. • Audio or visual tapes.
- 64. Potential difficulties in staff development & training activities:- •Lack of time •Inadequate resources at disposal •Under-funded training budgets •Conflicting priorities •Lack of Clarity about what should be done Contd
- 65. • Failure to identify, or accept the need. • Shortfall in training skill or experience • Fear that trained employee will leave the organization or will be poached by competitor. • Cynical attitude to Staff development-Not directly measurable. Treated as Cost not investment.
- 66. Administrators Role in organizing Continuing education/ Faculty development: 1. Reactor Role • be sensitive to the educators needs • react with the environment and • provide mechanisms to identify the faculty growth and need
- 67. Administrators Role in organizing Continuing education/ Faculty development: 2.Initiation Role • Demonstrate willingness to help members to think, act and learn differently then they had in the past. • Help the faculty read and translate information received from internal and external organizational environment to understand emerging needs.
- 68. Administrators Role in organizing Continuing education/ Faculty development: 3.Collaborative Role • Understands the importance of collaborating with team members to achieve organizational goals. 4.Facilitator of organizational learning needs • Be sensitive to the current instructional and educational strategies • provider of financial resources • Provider of human resources
- 69. Administrators Role in organizing Continuing education/ Faculty development: 5.Policy maker Role • Establish policies for faculty development • Relieve faculty to attend such programmes • Financing Policies for higher positions 6.Motivator Role • Be a role model • Help faculty assume responsibilities for their own professional develop
- 70. Administrators Role in organizing Continuing education/ Faculty development: 6.Evaluator • Evaluate effectiveness of faculty participation by Assessing quality education and quality care through follow up studies, observations and reports from peer groups.
- 72. • Educating adults involves 8 basic principles that form the basis for the adult learning environment.
- 73. 1. Learning is change • Learning is a change in behavior. • Change in knowledge or skill. • Acquiring new information and knowledge is part of everyday adult life. • Adults seek out learning opportunities. • Learning is an individual process.
- 74. 2. Adults must want to learn • Adults choose to become in learning activities. • Some programs require participation. • Learning efficiency and achievement is correlated with personal motivation. • Identify factors in adult learning. • Develop a “felt need” for participants.
- 75. 3. Adults learn by doing • Adults learn best through direct participation. • Plan programs that begin at the “entry level.” • Significant barriers to learning: • Low self-esteem • Unconfident in own abilities • Fear of ridicule or failure • Organize activities that ensure success.
- 76. 4. Focus on realistic problems • Knowledge and skills with immediate application. • Adults do not have time or patience to learn irrelevant information. • Use the inductive approach to learning. • Use realistic situations • Identify and define problem • Propose alternative solutions • Develop conclusions
- 77. 5. Experience affects learning Experience influences (+ or -) adult learning. • Experience is a cumulative characteristic • Varies widely among adult groups • Participants’ sets of previous experiences • May be broad or lacking in scope • Adding new knowledge or skill is “life dependent” Recognize + and - affects. Unlearning and relearning is necessary in today’s society.
- 78. 6. Informal learning environments Rules inhibit adult learners. Full immersion in the educational process. Most adults accept behavioral guidelines. Refreshment breaks are a necessity. • Scheduled breaks enhance the learning process • Allows for interaction among all participants • Promotes informal and relaxed discussion
- 79. 7. Variety in teaching methods Adults learn through their senses. Multiple senses promote retention rates. Trade-off between efficiency and effectiveness. Recognize this trade-off when planning programs. • Purpose of the program • Objectives of the program
- 80. 8. Guidance, not grades Adults are individualistic in evaluating their achievements or performance. Avoid application of rigid performance standards except when required by certification. Adults benefit from encouragement of their capabilities as learners.