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  2. 2. DEFINITION<br />A process consisting of orientation inservice education and continuing education for the people of promoting the development of personal with in any employment setting ,consistent with the goals and responsibilities of the employment <br /> ANA <br />
  3. 3. NEED FOR STAFF DEVELOPMENT <br />Social change and scientific advancement<br />Advancement in the field of science <br />continually acquire and implement the knowledge skill and attitude <br />long term carrier growth<br />To add or improve skills <br />To fill the gap in the past performance<br />keep up with change <br />
  4. 4. Fast changing technologies<br />Need to increase productivity and quality of the work<br />To motivate employees and to promote employee loyality<br />Fast growing organizations<br />
  5. 5. GOALS<br />Assist each employee to improve performance in his/her position<br />Acquire personal and professional abilities that maximize the possibility of carrier advancement<br />
  6. 6. OBJECTIVES<br />To increase employee productivity<br />To ensure safe and effective patient care by nurses<br />To ensure satisfactory job performance by personal <br />To orient the personal to care objectives job duties personal policies and agency regulations <br />
  7. 7. CONT…<br />To help employees cope with new practice rule <br />Help nurses to close the gap between present abilities and scientific basis for nursing practice that is broadening through research <br />
  8. 8. FUNCTIONS OF STAFF DEVELOPMENT <br />Provide educational activities for all nurses<br />growth and development of personnel from their initial contact with a health care agency until termination of service.<br />
  9. 9. STEPS OF STAFF DEVELOPMENT PROGRAMME<br /><ul><li>Assess the educational need of staff members</li></ul> <br /><ul><li>Set priority
  10. 10. Develop general objectives for the staff development programme</li></ul> <br /><ul><li>Determine the resources needed to reach the desired objectives
  11. 11. Develop a master calendar for the entire year</li></ul> <br /><ul><li>Develop and maintain staff development system</li></ul> <br /><ul><li>Establish files on major educational topics </li></li></ul><li> ROLES <br />Applies adult learning principles<br />Coaches employee readily regarding knowledge and skill deficits <br />Actively seeks out teaching opportunities <br />Uses teaching techniques that empower staff<br />Is sensitive to the learning deficits<br />
  12. 12. ADULT LEARNING<br />Andragogyis a theory that holds a set of assumptions about how adults learn<br />
  13. 13. ADULT LEARNING PRINCIPLES<br /> <br />Adults are heterogeneous as learners<br /> <br />Adults have multiple responsibilities<br />Adults have numerous life and work backgrounds <br />
  14. 14. CONT…<br />Adults may be less flexible as learners<br />Adults may have negative past learning experiences<br />Adults are voluntary learners<br />
  15. 15. CONT..<br />Adults are problem –centered learners<br />Adults are knowledgeable learners<br />Most adults are self directed in their learning<br /> <br />Adults of different ages need varying degrees of support in learning<br />
  16. 16. Knowles' Adult Learning Principles:<br />Adults are internally motivated and self-directed<br /> 2. Adults bring life experiences and knowledge to learning experiences<br />3. Adults are goal oriented<br />
  17. 17. 4. Adults are relevancy oriented<br />5. Adults are practical<br />6. Adult learners like to be respected<br />
  18. 18.
  19. 19. TYPES OF STAFF DEVELOPMENT <br />Induction training <br />Job orientation<br />In service education <br />Training for special function<br />Continuing education<br />
  20. 20. INDUCTION TRAINING<br />NEED<br />Increased retention of newly hire employees <br />Improved employee morale <br />Increased productivity<br />
  21. 21. Steps<br />Introduction to other employees, superior and other subordinates.<br />Description of organisational functions <br />Departmental visit<br />Orientation to philosophy ,goals, and objectives<br />Administration policies and procedures<br />
  22. 22. JOB ORIENTATION <br />The process of creating to the new work situation ..<br />
  23. 23. Components <br />A new employee to his or her job setting<br />Present employee to the expanded or enriched role <br />The old employee to the policy changes <br />
  24. 24. IMPORTANCE OF ORIENTATION PROGRAMME <br />Provides essential ,relevant and necessary information<br />Helps employee to gain confidence <br />Lessen the time for employee<br />Helps the new employee to develops sense of belonging<br />Helps new employee in solving initial problem and adjust the new situation /environment <br />Acquaints her with personal services readily with in the institution /community.<br />
  25. 25. INSERVICE EDUCATION<br />Inservice education is aplanned 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<br />
  26. 26. Need <br />Social changes and scientific advancements <br />Changes and advancements in the field of service <br />Increased demand of nursing service <br />Consumer demand and quality care <br />
  27. 27. Rapid change in medical and nursing practice create a need for inserviceeducation<br />Increase number of people seeking health care<br />As health care delivery system become more complex ,the need for continuing education is mandatory<br />
  28. 28. Objectives<br />To provide for and promote personal growth and development of the workers <br />To gain job satisfaction <br />Identifying and meeting current bearing needs <br />To disseminate new information<br />To acquire upto date knowledge and to make confidence among nurses <br />
  29. 29. Steps in inservice education<br />Assessment <br />Implementation<br />Evaluation <br />
  30. 30. TRAINING FOR SPECIFIC FUNCTION <br />This is concerned with developing expert technical or manual skills, communication and helps the personnel to perform their function effectively<br />
  31. 31. CONTINUING EDUCATION:- <br />“Continuing education is all the learning activities that occurs after an individual has completed his basic education ’’<br /> Cooper <br />
  32. 32. “Let us never consider ourselves as finished nurses…..<br />We must be learning all our lives”<br />- Florence Nightingale<br />
  33. 33. NEED FOR CONTINIUING EDUCATION <br />To ensure safe and effective nursing care <br />To meet the needs of population and should cater to the needs of service <br />For carrier advancement <br />To acquire specialized skills<br />changing function of the nurse an increasing trend towards specialization <br />
  34. 34. society changes and as new knowledge and technologies emerge.<br />Increasing public concern for the health and welfare of all the people<br />Legislation had a great impact on the education of health personnel<br />
  35. 35. FUNCTIONS <br />To meet the health needs and public expectations <br />To develop the practicing abilities of the nurse <br />Recruitment function <br />Recognize gaps in their knowledge<br />
  36. 36. To test ability to do final academic study <br />To improve communication between participants ,faculty,community and health sector <br />To test participants ability to do formal academic study<br />To shape or support university educational policies and practices <br />
  37. 37. To ensure the quality of education<br />To grant budget for extension studies <br />To maintain academic standards<br />To meet educational requirements<br />
  38. 38. CLASSIFICATION OF CNE<br /> <br />Formal CNE<br />Nonformal CNE<br />
  39. 39. PLANNING OF CONTINUING NURSING EDUCATION<br />Developing concept of CNE<br />2. Identification of the target group<br />Development of Objectives<br />Determination of Need<br />5. Development of plan<br />
  40. 40. 6. Selection of CNE Method<br /> 7. CNE Budgeting<br />8. Implementation of CNE<br />9. Evaluation<br />
  41. 41. FUNCTIONS OF NURSE EDUCATORS IN RESEARCH<br />Assist in initiating and participating in studies for the improvement of educational programmes.<br />Identifies problems in which research is indicated or potentially desirable.<br />Continuous to develop competence in problem solving process<br />Co- operate or initiates group activity in development and evolution of studies.<br />Utilize findings of research.<br />
  42. 42. STRATEGIES FOR SCHOLARS AND EDUCATORS<br />Incorporate research findings in the curriculum.<br />Encourage research and research utilization<br />Prepare integrate reviews<br />Place demands on researcher<br />
  43. 43. PURPOSES OF RESEARCH IN CONTINUING EDUCATION<br />It helps in improve the future quality of life by resolving the current problems that influences the quality of nursing care.<br />Research helps in the formation of discipline in nursing practice and professionalism<br />Helps to discover answers to meaningful questions<br />Helps to discover new facts about known phenomenon.<br />
  44. 44. Find answers to problems which are only partially solved by existing methods and information<br />Improve existing techniques and develops new instruments or products<br />Discover previously unrecognized substances or practice <br />To promote the improvement of research and evaluation in adult education<br />To foster professional collaboration among persons who promote research, conduct research or utilize research findings in the field of adult education.<br />
  45. 45. The development and understanding of the concept of lifelong learning <br />The new paradigms of learning have to be supported by series of research<br />The new paradigms and practices of lifelong learning have to be supported and completed by a series of surveys, analyses and research which feeds innovation in the field of lifelong learning. <br />
  46. 46. NEED FOR RESEARCH IN CONTINUING NURSING EDUCATION<br />generally,<br />Build a body of nursing knowledge<br />Validate improvements in nursing;<br />Make health care efficient as well as cost effective.<br />
  47. 47.  <br />Specifically,<br />To mould the attitudes and intellectual components :-<br />Filling the gaps in the knowledge and practice :-<br />Fostering a commitment, accountability to clientele :-<br />Providing basis for professionalism :-<br />
  48. 48. Identifying the role of nurse in changing society :-<br />.<br />Discovering new measures for practice :-<br />Helps to improve the standards of education:<br />Refining the existing theories and discovering new theories :<br />
  50. 50. THE ANALYTICAL METHOD <br />analysis, the following 4 factors are necessary:-<br /><ul><li> Collection of the educational data
  51. 51. Interpretation of social, political, economic and historical data:-
  52. 52. Determination of a standard for comparison
  53. 53. Interpretation and conclusion</li></ul>THE METHOD OF SYNTHESIS<br />
  54. 54. ADVANTAGES OF RESEARCH IN CONTINUING EDUCATION<br />Significance in education <br />Helps in modern method of instruction.<br />Helps to form an discipline for modern education<br />Helps in administration and organization of modern education<br />Helps to improve the teachers role in education,<br />Researches helps in the formation of new curriculum<br />
  55. 55. ROLE OF STATE NURSING COUNCIL<br />1. Assessing Need for CNE<br />2. Preparing Curricula for Planned CNE<br />3. Organizing CNE<br />4. Evaluate standard and Quality Assurance it nursing practice<br />5. Making CNE Mandatory Before Renewing Licenses<br />6. Play Role of Liaison with Government for CNE<br />7. Arranging Funds for CNE<br />
  56. 56.  Standards of staff development programme [ ANA]<br />STANDARD 1-organization and administration <br />STANDARD 2 – Human resources<br />STANDARD 3 learner <br />STANDARD 4 programme planning <br />STANDARD5 educational design <br />
  57. 57. STANDARD 6 material resources and facilities <br /> <br />STANDARD 7 records and reports <br /> <br />STANDARD 8 evaluation <br />STANDARD 9 consultation <br />STANDARD 10 climate <br />STANDARD11 systematic enquiring <br />
  58. 58. Potential difficulties in staff development and training activities <br />Lack of time <br />Inadequate resources <br />Under funded training budget <br />Conflicting priorities <br />Lack of clarity about what should be done <br />
  59. 59. Failure to identify or accept need <br />Fear that trained employee will leave the organization <br />cynical attitude to staff development <br />it is treated as a cost not an investment <br />
  60. 60. BIBLIOGRAPHY<br />Neeraja K P(2007)textbook of nursing education,newdelhi,jaypeepublishers,pp 383-397<br /> <br />Abruzzese,nursing staff development, strategies for success ,second edition ,mosby<br /> <br />Alspach ,The educational process in nursing staff development, first edition (1995)mosby ,3-165<br />Ann jasmazwemer ,professional adjustments and practice of nursing education ,second edition ,chapman and hall ,pp 459-465<br />
  61. 61. Aggarwal J.(2005) Recent Developments and trends in Education, Shipra publications, Delhi, pp38-43<br />Mohanty J(1991) Indian Education in the Emerging Society, Sterling publishers Private LTD. New Delhi, pp37,53, 107, 111<br /> <br />Basavanthappa B. (2003) Nursing Education, Jaypee Brothers Medical publishers, New Delhi, pp61-68<br />National Staff Development Council. ( Standards for staff development . Available:<br />
  62. 62. Thank you<br />