• Save
Staff development.ppt
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
23,518
On Slideshare
23,479
From Embeds
39
Number of Embeds
3

Actions

Shares
Downloads
0
Comments
21
Likes
18

Embeds 39

https://tasks.crowdflower.com 31
http://study.myllps.com 5
https://twitter.com 3

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. SEMINAR ON STAFFDEVELOPMENT PRESENTED BY MS BINSY CHERIAN MSC(N)II YR RVS CON
  • 2. INTRODUCTION Staff development is the process directed towards the personal and professional growth of nurses and other personnel while they are in a health care agency. In 1928, Pfefferkorn discussed the issues related to the improvement of nursing service. In 1979, the process of staff development: component of change a book of Tobin Yoder made a major contribution.
  • 3.  In 1976, the council of continuing education in nursing published a pamphlet titled guidelines for staff development guided by Dorothy Coye. Hence regulatory bodies began to recognize the need of an organized staff developmental activities such as orientation and in service education. National nursing staff development organization (NNSDO) was formed for the provision of uniform standards
  • 4. DEFINITIONS OF STAFF DEVELOPMENTPROGRAMMEAccording to Karen J Kelly, “ Staff development programme is a process that includes both formal and informal activities which are related to the employees role expectation within organizations”.According to American Nurses Association “ Staff development programme is a term that includes both formal and informal learning, opportunities to assist individuals to perform competently in the fulfillment of role expectations within an agency”.
  • 5. NEED1. Societal change and scientific advancement.2. Provision of opportunity for nurses to continually acquire and implement for maintenance of high quality of nursing care.3. As a part of individuals long term career growth.4. To add or the knowledge, skills, attitude, ideals and valued essentials improve skills.5. Fill the gap in the past performance.6. Change or correct long held attitudes of the employee.7. To move ahead and keep up the change.8. Fast changing technologies.9. Need to increase productivity and quality of work.10.To motivate employees and promote employee loyalty..11.Fast growing organization.
  • 6. OBJECTIVES To improve productivity and to assist the nurses to improve her performance. Assist each employee to acquire personal and professional abilities. To ensure safe and effective patient care by nurses. To ensure job satisfaction. To help employee cope with new practice.
  • 7. SDP MODEL POST BASIC NURSING NURSING EDUCATION PRACTICE •CONTINUING EDUCATION EXPERIENCE EDUCATION OTHER REAL LIFE •INSERVICE EXPERIENCE EDUCATION •EXTRA MURAL EDUCATION SOCIOECOMICS COUNSELLING MANPOWER CAREER PLANNING PLANNING PERFORMANCE EVALUATION EMPLOYEE- EMPLOYER RELATIONS
  • 8. STAFF DEVELOPMENTPROGRAMME, HEALTH CAREORGANIZATION MODELThe staff development programme, within ahealth care agency will provide aframework as follows:
  • 9. ◦ Socio Economics. i. Manpower planning  Recruitment.  Selection  Placement ii. Counselling:  Performance evaluation.  Career planning.  Promotion. iii. Employee- employer relation  Personal politics and practices.  Health services.  Labour relations
  • 10. ◦ Experience i. Nursing practice  Direct patient care. ◦ Approach of independent patient care assignment or team approach.  Indirect patient care: ◦ Supervision, administration, teaching and research. ii. Other real life experiences ◦ colleague interaction. ◦ voluntary activities to health care. ◦ Professional association and participants. ◦ Personal life.
  • 11. ◦ Education  Continuing education  In service ◦ Orientation ◦ Skills, attitude and knowledge pertinent to nursing practice within health care team. ◦ Extra mural education.  Post graduate education Education after graduation or the basic education.
  • 12. FUNCTION AND ROLE OF A SD PERSONNEL ROLE OF A MANAGER ◦ Applies adult learning principles when helping the employees learn new skills or information. ◦ Coaches employees readily regarding knowledge and skill deficits. ◦ Actively seeks out teaching opportunities. ◦ Uses teaching techniques that empowers staffs. ◦ Is sensitive to the learning deficit of staffs and creatively minimizes these deficits. ◦ Frequently assess the learning needs of the units.
  • 13. FUNCTION OF THE MANAGER Works with reduction department to delineate shared individual responsibility. Ensure that there are adequate staffs for staff development. Assures responsibility for quality and fiscal control of staff development activity. Makes appropriate decisions regarding educational resource allocation in periods of fiscal constraints. Ensure that all staff are competent of roles assigned. Provide input in formulating staff development policies.
  • 14. FOR THE HEALTH AGENCY Determination of administrative structure of the staff development programme. Determination and establishment of organizational methods policies and procedures of staff development programme. Determination and establishment of lines of communication for the utilization of facilities and resource personals for staff development programme.
  • 15.  Development of measurable short and long term objectives for staff development programmes. Planning, coordination and utilization of community resources to assist in meeting these objectives. Promotion, development, implementation and evaluation of programmes to meet these objectives. Provision of a consultive service and a resource for information relative to staff development.
  • 16. TYPES OF STAFF DEVELOPMENT
  • 17. CONTINUING EDUCATIONDEFINITION Continuing education is all the learning activities that occurs after an individual has completed his basic education. - COOPER• That education which builds on previous education - SHAMNON
  • 18. NEEDS To ensure safe and effective nursing. To meet the needs of society. updating nurses knowledge and prepare them for specialization. For career advancement For new Professional roles are altered as society changes and new technology emerge developing wise leadership and competent practioners To acquire specialized skills To provide a variety of CNE in high quality and service changes.
  • 19. TYPES OF CONTINUINGEDUCATION1. Mandatory continuous education It is compulsory with registration like the B Sc programme.2. Voluntary continuing education. It occurs only if individual nurse is matured to make choice to acquire knowledge for scholastic reasons.
  • 20. 3. Formal education planned with specific & exclusive aims within an institution to advance.(M.Sc nursing)4. Informal education continuing to learn while practicing. This can attained through in-service educational programmes.
  • 21. STEPS IN CONTINUINGEDUCATION INSERVICE TRAINING WORKSHOPS MANAGEMENT SKILL& LEADERSHIP TRAINING ORIENTATION TO THE FACULTY
  • 22. IN SERVICE EDUCATION Introduction:  part of continuing education that is carried on with in the work environment  provided by the employing organization to enhance workers knowledge, skills, attitudes  aims to improve quality of service.
  • 23. DEFINITION In-service education is defined as learning experiences provided in the work of setting for the purpose of assisting staff in performing their assigned functions in that particular agency. The education given to a nurse while in- service for her professional growth is called in-service education .
  • 24. Aim To provide better nursing care to patients by improving the ability & knowledge of the staff. Main responsibility of head nurse is professional growth of her staff. To improve performance & attitudes. Assume responsibility for providing orientation, skill training and CE for her staff
  • 25. PARTS ON THE JOB ON GOING EXECUTIVEORIENTATION TRAINING EDUCATION DEVELOPMENTParts of in-service education
  • 26. ORIENTATION Orientation consists of experiences designed to help the new worker become proficient as soon as possible. Orientation provides for verbal presentation of information, physical tours, time to examine descriptive material ,reports & procedures & policy manuals & introduction of personal to the work of enterprises in general & to the department & the unit particular.
  • 27. On the job training It is a maintenance & simplified nursing acts programme including supervised clinical practice that provides auxillary workers such as nurses aides, nursing assistants with the knowledge & skill necessary to do their job. It is more economical & efficient to prepare personnel centrally .
  • 28. ON GOING EDUCATION It is the most important part of a total in-service programme. It helps to analyze: ◦ Specific points in the nursing care of individual patients. ◦ Gaps in nursing care are to be reported. ◦ Reports on one or more patients admitted in 24 hrs.
  • 29. ◦ Importance of charting◦ New diagnostic test.◦ Changes in nursing procedure.◦ Review the procedures which are unfamiliar.
  • 30. Executive developmentTo develop management skill in the nurseswhich help them to provide care including:1. Patient education2. Incidental teaching.
  • 31. INDUCTION TRAININGIntroduction After a candidate is finally selected he is issued the appointment letter and requested to join the organization up to some specific period. The induction follows this step and is considered to be a part of hiring procedure.
  • 32. DEFINITIONInduction may be defined as the socializingprocess by which the organization goals orobjectives are absorbed by the individualfor the achievement of the personal goals.
  • 33.  AIMS OF INDUCTION TRAINING: ◦ To bring an agreement between the organizational goals and the personal goals of the person. ◦ To build the new employees confidence in organization and himself. ◦ To promote a feeling of belonging and loyalty to the organization- its structure, products, rules and regulations.
  • 34. ◦ To give the new employee the picture about the organization, to ensure that the new employee may not have false impression regarding the work place.◦ To give the new entrant the idea regarding the physical structure of the organization.◦ To foster a close relationship between the new and old workers and even the supervisors.
  • 35. ◦ To create a sense of security for the workers by assuring him the idea that fairness to the worker is the inherent policy in the organization.◦ To avoid cost of replacing workers who separate during the early impression period due to lack of accurate information.
  • 36. TRAINING FOR SPECIFIC FUNCTION Definition ◦ This is concerned with developing expert technical or manual skills, communications and helps the personal to perform their functions effectively. Objective ◦ To help the nursing personal to perform correct methods and procedures with understanding.
  • 37. ◦ Establishing standards and quality of nursing services.◦ Procedures to skill nurse.
  • 38. Skill training An ability that has been acquired through training. Types of Skills: ◦ Psychomotor skills. ◦ Cognitive skills. ◦ Teaching skills. ◦ Affective skills. ◦ Communicative skills. ◦ Supervisory skills.
  • 39. NEED FOR SKILL TRAINING Individual nurse needed to have greater freedom to choose specific field of nursing in which she should work. Good work to be recognized and rewarded. Avenues of advancements and promotion need for better development. To avoid fear of making mistake.
  • 40. Guidelines Set the stage using equipment similar to that of the worker in work situation. Create in a worker a learner attitude. Give reasons why procedures are carried out in this way in this agency. Break the activities into logical steps necessary to carry out the procedure.
  • 41.  Demonstrate step by step. Make certain that the person has learned by requiring a return demonstration. Provide written outlines for references.
  • 42. STEPS OF SDP ASSESS NEEDS SET PRIORITY DEVELOP GENERAL OBJECTIVES DETERMINE THE RESOURCES FEEDBACK DEVELOP MATER CALENDER DEVELOP AND MAINTAIN RECORDS ESTABLISH FILES ON MAJOR TOPICS EVALUATE
  • 43. STANDARDS OF SDP (ANA)  STANDARD 1:ORGANIZATION AND ADMINISTRATION The nursing service department and the staff development unit, philosophy, purpose, goals address the staff development needs of the nursing personnel STANDARD 2:HUMAN RESOURCE Qualified administrative, educational and support personnel are provided to meet the learning and the developmental needs by nursing personnel
  • 44.  STANDARD 3:LEARNERNursing staff development programmeassist nursing personnel in identifyingthe learning needs and planninglearning activities to meet those needs STANDARD 4:PROGRAM PLANNINGProvides the unit , systematic plans andevaluates the overall nursing staffdevelopment programme in response tohealth care needs STANDARD 5:EDUACTIONAL DESIGNEducation and learning experience aredesigned through the use of theeducational process and incorporateadult education and learning principles
  • 45.  STANDARD 6:MATERIAL RESOURCES AND FACLITIESMaterial sources and facilities areadequate to achieve the goals andimplement the functions of theoverall nursing staff development STANDARD 7:RECORDS ANDREPORTSThe nursing staff developmentestablishes and maintains a recordsystem STANDARD 8:EVALUATIONEvaluation is an integral ongoing andsystematic process, which includesthe measurement of the impact oflearning
  • 46.  STANDARD 9: CONSULTATIONNursing staff development educators usethe consultation process to facilitate andenhance the achievement ofindividual, departmental andorganizational goals STANDARD 10:CLIMATENursing staff development educatorsfosters a climate which promote opencommunication, learning andprofessional growth STANDARD 11:SYSTEMATIC ENQUIRYNursing staff developmenteducates, encourages systematic enquiryand the application of the results intopractice
  • 47. BARRIERS OF STAFF DEVELOPMENT PROGRAMMELACK OF TIMEINADEQUATE RESOURCE AT DISPOSALUNDERFUNDED DAISCONFLICTING PRIORITIESLACK OF CLARITY ABOUT WHAT SHOULD BE DONEFAILURE TO IDENTIFY OR ACCEPT THE NEEDTREATED AS COST NOT INVESTMENTCLINICAL ATITUDE TO STAFF DEVELOPMENT NOTDIRECTLY MEASURABLESHORTFALL IN TRAINIG SKILLFEAR THAT THE TRAINED EMPLOYEE WILL LEAVE THEORGANIZATION OR WILL BE POACHED BY THECOMPETITOR