Staff development

1. Staff Development

2. Supervised by:
-
Prof Dr.: SANA M. Aref. Nursing
Administration Dep.
Prepared by :-
Aml Farouk Tony
Zeinab Ibrahim Mohammed

3. OUT LINE
1-Introduction.
2-Definitions of staff development.
3-Purpose of staff development activities .
4-Importance for staff development.
5- approaches of staff development
6- Components of staff development
7-Program planning

4. Introduction

5. • The ever increasing rate of
technological discovery leads to the vast
amount of knowledge to be learned, it has
become necessary that various education
institutions, professional and voluntary
organizations and health care agencies be
more actively involved in providing
continued learning opportunities, "staff
development."

6. Definitions

7. - Is a training and education provided by the
employer to improve employees'
occupational knowledge, skills, and attitude.

8. 1-promote quality of patient care by providing
educational opportunities that are directed towards
meeting learning needs of all nursing personnel.
Purpose of staff development:-

9. 


To ensure safe, effective patient care by
nurses .
To ensure satisfactory job performance by
personnel.
To orient the personnel to care objectives , job
duties , polices and regulations.

10.  The nurse manager’s objective in staff
development should be to assist
subordinates to close the gap between their
present abilities and the scientific basis for
practice that has been developed through
research.
Importanceforstaffdevelopment:-
Importanceforstaffdevelopment:-

11. Many organizations have instituted staff
development programs in order to
improve worker productivity and contain
personnel costs .

12. -Staff development activities are needed to help
nurses cope with unfamiliar practice roles and
rules.

13. -Staff development programs can stimulate
higher levels of aspiration for workers.
-Initiate movement from technical to
professional levels of practice.
-Finally, nursing managers must provide staff
development for their subordinates because
accreditation require it

14. Approachofstaffdevelopment
Approachofstaffdevelopment
1-Centralized approach
2-Decentralized approach
3-Centralized-Decentralized approach

15. o
1-Centralized Approach:-
Centralization in a separate nursing
education department.

16. • 2-Decentralized approach:-
Decentralization, i.e. with each patient care
unit providing its own education and
orientation,

17. 3-Centralized-Decentralized approach
in an institution-wide department of-
education and orientation.

18. Components Of Staff
Development

19. 1. Orientation.
2. Skill training.
3. Leadership and management
development.
4. Continuing Education.

20. 1.OrientationProgram:-
definition:
is the process of acquiring a new worker with
work environment so that he/she can relate
quickly and effectively to new surroundings.

21. Orientation for new employees consists of two parts:
1. Induction training: instructions given to an employee
to acquaint him/her with agency's overall purpose and
function
2. Job orientation: instructions concerning specific job
tasks that the employee must perform
Phases:-
Phases:-

22. in first 2 to 3 days. provides the following information:
1- Employment policies, purpose, structure.
2- Holidays, vacations.
3- Sick time benefits and employees health
services.
1. Induction training

23. 4- Position classifications and promotion
opportunities.
5- Labor contracts.
6- In-service education.

24. 2. Job orientation:
After induction training is completed, an employee
should be oriented to the position he/she was hired.

25. In many agencies, 2-week orientation is given to
nurses who are assigned to general ward, while 3-
or 4-month orientation is given to nurses in or ICU
to help new employee overcome reality shock
when they transform from student to employee
status.

26. –
–
Company history, mission, and
philosophy.
Organizational structure, department
heads and functions of each one.
Orientation Content

27. –
–
–
Employee responsibilities to the
company,.
Organizational responsibilities to the
employee.
Work schedules, staffing and
scheduling policies.

28. –
–
–
–
–
Benefits , including life insurance,
health insurance, pension.
Safety measures, programs.
Staff development programs.
Promotions and transfer policies.
Employee appraisal system.

29. Is often a continuation of the orientation
program, but should not be limited to new
employees only, that when new techniques and
procedures are to be introduced, the need for
extensive skills training program is obvious for
new and older employees as well.
2. Skill Training Program:
2. Skill Training Program:

30. Objectives:
1. Provide the hospital and patients with staff
who know and are able to perform correct
method and meet standard of quality.
2. Help employee to be familiar with changes in
methods and techniques.

31. 3. Promote job satisfaction.
4. Develop employee's skills
5-Enable employee to meet standard
established for quantity and quality for
performance.

32. This program is directed towards a selected
group of employees for growing responsibilities
and new positions in nursing. Leadership and
management development program may be
offered to:
3.LeadershipandManagementDevelopmentProgram:

33. • Personnel in any supervising capacity
who have had insufficient preparation in the
necessary skills
• Potentially capable personnel before they
are assigned to management positions.

34. 1.
Objectives:
Spread leadership and management
competency among personnel.
2. Increased delegation of authority,
developing accountability.

35. 4.
3. Promote good morale among
administrative personnel.
Assist personnel to project her own
personality into the job using desirable
concept of leadership and management.

36. is a formal education, which can be offered in
the form of workshops, seminars,
conferences or courses
4.ContinuingEducation:
4.ContinuingEducation:

37. Objectives:
1.To assist nursing personnel to gain new
knowledge.
2. To investigate new approaches in nursing.

38. 3. To enhance and promote nursing
leadership competencies.
4. To offer creative approaches to the
nursing care of patients

39. N.B:-Continuing education offered to various
positions as supervisor, head nurse, staff nurse,
clinical specialist.

40. Programplanning

41. 1 . Identifying learning needs.
2. Establishing priorities.
3. Formulating objectives.
4. Selecting and organizing learning materials.
5. Designing plans for learning experiences.
6. Selecting teaching strategies.
7. Implementation.
8. Evaluation.

42. 1.Identifyinglearningneeds.

43. is described as a gap between what
employees know and can do and what they
need to learn to carry out role expectations
or to prepare for additional responsibility.
A learning
need

44. •
•
•
1-Society changes and needs.
2-Organization needs.
3-Individual learning needs.
Sourcesofidentifyinglearningneeds

45. –
1. Observation of personnel
performance:
Direct observation of work performance
is probably the best method of
identifying learning needs.
Methodsofidentifyinglearningneeds:

46. –Observing performance can take place
during attending change of shift reports,
conferences.

47. 1- Verbal communication:
A-Attendance to change shift report or team
conferences
B-Interactions with personnel at formal staff
development program
c-face to face communication that provide
opportunity to employees to express their
opinions openly.
2. Verbal and written communication:

48. •
•
•
•
2-Written communication
a. Questionnaires.
b. Pre-test and post-test.
c. Performance appraisal
3-Analysis of records and reports
Nursing audit system
Incident reports
Annual reports
Turnover and absence records

49. Establishingpriorities
Establishingpriorities

50. •



After needs is determined, they are translated
into action and priorities are established.
Prioritizing needs depends on the following
factors:
Economic factors.
Time factor.
abilities of personnel.

51. 3.Formulatingobjectives:
Objectives divided to :

52. General objectives:-
broad statement and describes those
objectives that the learner should be able
to demonstrate at the end of the program.
These objectives should be stated in the
introduction of the program.

53. •
•
Specific objectives
These objectives describe the
performance demonstrate by the learner
at the end of each program session.
The objectives for learning must be stated
in such away that they are measurable,
logical applicable and observable.

54. •
•
•
Cognitive: those objectives concerning with
knowledge, understanding and collective
skills such as problem solving.
Affective: those objectives concerning with
feeling and emotions such as attitudes,
values, appreciations and interests.
Psychomotor: those objectives concerning
with manipulative skills .
Educationalobjectivesareclassifiedinto3domains.

55. Selecting and organizing learning material

56. 


Organizing learining material depend on three
major criteria:
Continuity
Sequence
Integration

57. 5. Designingplans forlearningexperiences.
5.Designingplansforlearningexperiences.

58. This step involves the actual development of the
program and includes:
a-The teaching plan:
b. Time schedule:
c. Staff assignment:

59. Selecting
teaching
strategies

60. . Teaching strategies vary according to
whether the learners must:
1) Receive information.
2) Be shown objects or procedures.
3)Participate actively in their learning

61. 




Teaching strategies that are widely used for
staff development programs
Lecture
discussion
films or filmstrips
Case studies
Role modeling

62. 7.Programimplementation:

63. Refers to the actual presentation of the
content and learning experience that were
selected and organized during the planning
phase.

64. Implementing the program requires
preparing of the climate setting; which refer
to the physical environment in relation to
sound, light, temperature and arrangement
of furniture.

65. Time schedule for a staff development
program that was previously developed in
the planning phase must be handled for
both learner and instructors.

66. 8.Programevaluation.

67. •
•
evaluation is an integral part of the program.
It is a continues and ongoing process for:
Measuring the extent to which the desired
objectives have been met.
Judging the worth of the program, quality
of the teaching techniques used and
instructors.

68. (A)Formative evaluation: provides data
allowing changes in the course while it is
being taught.
Types of evaluation
Types of evaluation

69. (B)Summative evaluation:
examines the achievement of specific learning
objectives as change in knowledge, practice,
and attitudes through measuring practice in the
clinical area and patient outcomes.

70. •
•
•
There are different methods that can be
used in program evaluation, the choice
of methods depends on:
Desired information.
What is to be evaluated.
Availability of time and resources.

71. For evaluating outcome of the program
• For evaluating cognitive aspects:- it
can be evaluated through written pre,
post test, written post test, oral test.

72. • For evaluating skills or performance:-
it can be evaluated through clinical
observation using a check list or
rating scale, self evaluation,
anecdotal record, skill demonstration,
peer review, Patient satisfaction and
outcomes.

73. • For evaluating attitudes:- it can be
evaluated through rating scale,
questionnaires, observation and
survey.

74. For evaluation the worth of the program or
learner's feeling's about the program.
•
•
This can be evaluated through use of:
A structure questionnaire that asks the
learners about effectiveness of the
program.
Participation, attendance of participants
or learners In learning sessions.

75. •
•
Giving feedback:
After program evaluation, there is a need
to move into a systematic follow up plan
for the improvement, and modification of
the program. This can be achieved
through periodical workshops that can
be conducted by nurse managers and
staff development educators.