The document provides information on staff development programs in healthcare settings. It defines various types of staff development like induction training, job orientation, in-service education, and continuing education. It outlines the need, goals, objectives, steps and methods of delivering different staff development programs. It also discusses the potential difficulties in implementing staff development activities and standards for an effective staff development program according to ANA.

1. STAFF
DEVELOPMENT
PROGRAMME
Ms. Kuldeep Kaur
M.Sc Nursing 2nd year

2. Introduction
• 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.

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.

4. • 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 in the short term

6. – 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.

9. • 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. Steps of staff development
program:-
• Assess the educational needs of all staff members
• Set priority
• Develop general objectives for the staff
development program
• Determine the resources needed to reach the
desired objectives
• Develop a master calendar for an entire year
• Develop and maintain staff development record
system
• Establish files on major educational topics
• Regularly evaluate the staff development program

11. Resources:-
• Public libraries,
• Audiovisual program in addition to many
books and computers, research activities and
speakers to community groups.
• Schools and universities
• Association Health and inter service agency
• Other nursing homes
• Ones own staff

12. Types of staff development:-
Induction Job In-service
training orientation education
Training for
Continuing
special
education
function

13. 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.

14. Need of induction training:-
• Increased retention of newly hire
employees,
• Improved employee morale and Increased
productivity.

15. Steps in induction:-
2. Introduction to
1. Tour of the other
faculities employees, superiors
and subordinates.
3. Description of
4. Departmental
organizational
visit
functions.
5. Orientation to 6. Administration
philosophy goals and policies and
objectives procedures

16. 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.

17. 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.
• The old employees to the policy changes.

18. Types of orientation:-
General
orientation
Specific
orientation

19. 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.

20. • Helps the new employee to develop a sense of
belonging
• 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

21. Content of an orientation
programme:-
The organisation and its environment
Policies, rules and regulation
Personnel
Services
Functions to be undertaken

22. 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.

23. Concept of in-service
education:-
• Closely identified with services
• Help a person’s to improve performance
effectively
• Planned education activities
• Provided in a job setting

24. Need:-
• Social changes and scientific advancement
• Changes and advancement in the field of
service
• Increased the demand of nursing services.
• Consumer demand quality care

25. • 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.

26. Aims:-
• Improvement of client through upgrading
the services rendered with scientific
principles.
• To keep in face in changing society to their
needs.
• Acquisition of new knowledge
• Improvement of performance
• To develop specific skills required for
practice.

27. • To develop right concept of client care.
• To maintain high standards of nursing
• To observe and bring change in staff
members chances for promotion
• It reduces turnover, absenteeism.
• To discover potentialities, to alert
personnel in working environment.

28. Types:-
• Centralized in-service training- In nursing
service department , one department will
held responsibility for improvement of
knowledge, skills, practice of their nursing
staff. They will devote full time for in-
service activities.

29. • Decentralized in-service education-this is
planned for staff members who work
together, giving care for clients with
similar conditions and share similar goals.

30. • Combined in-service approach-In this, the
higher nursing authorities and all staff
development occurs in proposed
programme of education. They
plan, conduct and evaluate the programme
and further plan their programme basing
on the need arises.

31. Steps in in-service education:-
• Assessment: Pinpoint needs, prioritize
needs, set training objectives, and develop
criteria
• Implementation: Climatic check, actual
conduction of training with ongoing
monitoring

32. • Evaluation: Establishment of
criteria, pre test to the participants, post
test following completion of the training or
program. Observation on transfer of
learning to the job, follow up studies for
assessment of extent of retention of
learning.

33. 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)

34. Need for continuing
education:-
• To ensure safe and effective nursing care
as nurses need to keep abreast 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.

35. • 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.

36. 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.

37. • 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.

38. • 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.

39. 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.

40. 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.

41. Types of skills:-
Psychomotor skill
Cognitive skill
Teaching skills
Affective skill
Communication skill
Supervisory skills

42. 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

43. Standards of
staff
development
programme
(ANA)

44. Standard 1 – Organization and
Administration
• The nursing service department
and the nursing staff development
unit philosophy, purpose and
goals address the staff
development needs of nursing
personnel.

45. Standard II – Human Resources
• Qualified
administrative, educational and
support personnel are provided to
meet the learning and
developmental needs by nursing
services personnel.

46. Standards III – Learner
• Nursing staff development
educators assist nursing
personnel in identifying their
learning needs and planning
learning activities to meet those
needs.

47. Standard IV – Program Planning
• Provides the unit
systematically, plans and evaluate
the overall nursing staff
development program in response
to health care needs.

48. Standard V – Educational Design
• Educational offering and learning
experience are designed through
the use of educational process and
incorporate adult education and
learning principles.

49. 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.

50. Standard VII – Records And Reports
• The nursing staff development
unit establishes and maintains a
record keeping and report system

51. Standard VIII – Evaluation
• Evaluation is an integral
ongoing and systematic
process, which includes
measuring the impact on the
learning

52. Standard IX – Consultation
• Nursing staff development
educators use the consultation
process to facilitate and enhance
achievement of
individual, departmental and
organizational goals.

53. Standard X – Climate
• Nursing staff development
educators foster a climate which
promotes open
communication, learning and
professional growth.

54. Standard XI – Systematic Enquiring
• Nursing staff development
educators encourage
systematic inquiry and
applications of the results into
nursing practice.

55. 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

56. • 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.

57. Methods of delivering staff
development programme:-
Induction
Physical tour of the faculities
Group discussion
Seminar
Hand book and pamphlet

58. Job orientation
Orientation
Seminar
Discussion
Hand out or book and
pamphlets

59. In-service education
Orientation
Skill training
Continuing education
Leadership training

60. Continuing education
Lecture
Demonstration
Seminar
Journal club
Book review
Correspondence course
Formal course
Clinical research

61. Training for skill
Demonstration
Discussion
Role-play method.