In-service education is a part of staff development. In-service education is a type of education that is provided to the employees while they are on the job so as to improve their work performance and efficiency.
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.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Staff development refers to the processes, programs, and activities through which healthcare organizations develop, enhance, and improve the skills, competencies, and performance of their employees. The goals of staff development include assisting employees to improve their current job performance and acquire new abilities to advance their careers. Common types of staff development are induction training for new employees, job orientation, in-service education, continuing education, and training for specific job functions. Staff development methods include lectures, demonstrations, seminars, discussion, and skill training. Potential barriers to effective staff development are lack of time, resources, and clarity on training priorities and needs.
This document provides an overview of staff development programs in healthcare organizations. It defines staff development as a process directed at the personal and professional growth of employees. The key points are:
1. Staff development programs aim to improve employee performance and assist with acquiring new skills and knowledge to advance careers. This is achieved through activities like orientation, in-service training, continuing education.
2. There is a need for staff development due to factors like social changes, advances in healthcare fields, and the need to provide high quality care. Goals include improving productivity and ensuring safe patient care.
3. The document outlines various components of staff development programs including models, roles of personnel, types of training, resources, and standards
This document discusses inservice education for nurses. It defines inservice education as planned learning experiences provided by an employing agency to help employees develop new knowledge and skills. The goals of inservice education are to improve client care through upgrading services using scientific principles, acquire new knowledge, improve performance, and develop specific required skills. Inservice education includes orientation training for new employees, continuing education programs, and leadership and management skills development training. It aims to maintain high standards, develop concepts of client care, and improve work performance.
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.
Staff development programs aim to improve employee performance and facilitate career advancement through organized learning activities. There are four main components: orientation for new hires, skill training, leadership development, and continuing education. Learning needs are identified through performance reviews, communication with staff, and changes within the organization. Prioritized needs are then used to formulate objectives and design appropriate learning experiences to meet those objectives. The overall goal is to enhance the knowledge and skills of all personnel through well-planned staff development programs.
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.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Staff development refers to the processes, programs, and activities through which healthcare organizations develop, enhance, and improve the skills, competencies, and performance of their employees. The goals of staff development include assisting employees to improve their current job performance and acquire new abilities to advance their careers. Common types of staff development are induction training for new employees, job orientation, in-service education, continuing education, and training for specific job functions. Staff development methods include lectures, demonstrations, seminars, discussion, and skill training. Potential barriers to effective staff development are lack of time, resources, and clarity on training priorities and needs.
This document provides an overview of staff development programs in healthcare organizations. It defines staff development as a process directed at the personal and professional growth of employees. The key points are:
1. Staff development programs aim to improve employee performance and assist with acquiring new skills and knowledge to advance careers. This is achieved through activities like orientation, in-service training, continuing education.
2. There is a need for staff development due to factors like social changes, advances in healthcare fields, and the need to provide high quality care. Goals include improving productivity and ensuring safe patient care.
3. The document outlines various components of staff development programs including models, roles of personnel, types of training, resources, and standards
This document discusses inservice education for nurses. It defines inservice education as planned learning experiences provided by an employing agency to help employees develop new knowledge and skills. The goals of inservice education are to improve client care through upgrading services using scientific principles, acquire new knowledge, improve performance, and develop specific required skills. Inservice education includes orientation training for new employees, continuing education programs, and leadership and management skills development training. It aims to maintain high standards, develop concepts of client care, and improve work performance.
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.
Staff development programs aim to improve employee performance and facilitate career advancement through organized learning activities. There are four main components: orientation for new hires, skill training, leadership development, and continuing education. Learning needs are identified through performance reviews, communication with staff, and changes within the organization. Prioritized needs are then used to formulate objectives and design appropriate learning experiences to meet those objectives. The overall goal is to enhance the knowledge and skills of all personnel through well-planned staff development programs.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Staff development refers to training and education provided to employees to improve their skills, knowledge, and performance. It includes orientation for new employees, in-service training, continuing education, and other programs. Staff development is needed due to social and scientific changes, advances in fields like medicine, and the need for nurses to continually learn. An effective staff development program assesses employee needs, sets objectives, provides resources, and evaluates outcomes to enhance employee and organizational performance.
In-service education and continuing nursing education are important for professional growth and development. In-service education occurs while nurses are employed and includes orientation, skill training, and leadership development. It aims to improve performance and promote professional growth. Continuing education occurs after basic nursing education and includes programs like specialty courses that help nurses enhance their knowledge and skills. Both are necessary to help nurses stay updated on the latest trends and deliver quality patient care.
The document discusses in-service education and continuing nursing education. It defines in-service education as education provided to nurses while working to support professional growth. The aims are to improve skills and knowledge with changing needs. Methods include demonstrations, conferences, workshops and seminars. Components are orientation, skill training, and leadership development. Continuing education occurs after basic education and includes courses to update skills and knowledge for career advancement and meeting community needs. Planning involves establishing goals, objectives, assessing resources and evaluating outcomes.
Staff development refers to training and education provided by employers to improve employees' knowledge, skills, and attitudes. The primary goal of staff development in healthcare is to achieve high quality patient care. It provides nurses with continued learning opportunities to stay updated on new medical information and treatment methods. An effective staff development program consists of assessing needs, implementing training programs, and evaluating their effectiveness. It benefits both organizations and employees by improving job satisfaction and professional development.
This document discusses continuing nursing education (CNE). It defines CNE as planned educational activities for nurses to meet learning needs after basic nursing education. The goal of CNE is to help nurses improve performance and develop skills for career advancement. Key principles of effective CNE include identifying learning needs, setting objectives, using appropriate teaching methods, and verifying participation. The document also outlines the planning process for CNE, including establishing goals and objectives, determining actions, assessing resources, and evaluating results.
This document discusses staff development in healthcare organizations. It describes the types of staff development which include induction training, job orientation, continuing education, in-service education, and training for specific functions. It outlines the need, goals, objectives, and standards for effective staff development programs. Such programs aim to enhance employee skills and performance through various methods of delivering training and education. The document emphasizes that well-organized staff development is essential for improving the quality of nursing care.
This document discusses continuing education in nursing. It defines continuing education as learning activities that occur after basic education to help professionals stay updated. The goals of continuing education are to improve practice, motivate staff, and keep nurses aware of new technologies. It discusses various forms of continuing education programs including extra mural education and in-service education. Effective continuing education considers learner needs and has clear objectives, appropriate content and teaching methods, and evaluation criteria. Continuing education helps nurses provide safe care, meet community needs, and advance their careers through specialized skills and research.
The document discusses staff development in nursing organizations. It defines staff development as a process that helps individuals attain new skills and knowledge through programs like orientation, in-service education, and continuing education. The importance of staff development is emphasized to keep nurses updated on rapid changes in medical knowledge and technology. The objectives are to ensure proficient nursing staff and maximize their potential. Advantages include improved skills, motivation, and standards. The staff development process involves developing policies, goals, planning programs, implementation, and evaluation. Key components are education, experience, and socioeconomic factors. The overall aim is high quality patient care through mutual goals of the organization, nursing profession and its practitioners.
The document discusses in-service education for nursing staff. It defines in-service education as planned educational experiences provided in the workplace to help staff perform jobs more effectively. The goals of in-service education are to promote professional growth, provide opportunities for promotion, upgrade skills and knowledge, and improve job performance. Effective in-service education is planned, ongoing, and meets the changing needs of staff. Evaluation of in-service education programs assesses whether objectives were achieved.
The document discusses the administration of a nursing curriculum. It outlines the key objectives of nursing curriculum administration which include providing effective and high quality professional services, developing and coordinating the nursing college, and effectively communicating the administration. It also discusses the roles and responsibilities of the curriculum coordinator in planning, organizing, directing, coordinating and controlling the curriculum. Additionally, it outlines the importance of integrating nursing service and education by linking theory and practice, and lists the professionals involved and steps to achieve effective integration.
This document discusses staff development processes and programs. It describes the key components of staff development including orientation, continuing education, and job counseling. It explains that the goals of staff development are to develop realistic job expectations, reduce employee turnover, and help employees adapt to the organizational culture. The document also outlines different models for staff development programs, their advantages, and importance. It provides details on planning, implementing, and evaluating effective staff development.
Staff development programmes aim to provide personal and professional growth opportunities for nurses through various types of training. The key types are induction training for new nurses, job orientation to familiarize them with roles and responsibilities, in-service education to update skills and knowledge, and continuing education for lifelong learning. Effective staff development requires assessing learning needs, developing objectives, evaluating outcomes, and drawing on resources like libraries, universities, and experienced staff. It aims to improve job performance and quality of patient care through activities like lectures, demonstrations, skills practice, and discussions. Challenges can include lack of time, resources, and prioritization of training versus clinical duties.
The document discusses staff selection, development, and training programs. It describes the selection process and importance of selecting candidates that fit the organization's values. Staff development provides opportunities for employees to improve skills and competencies and is determined by annual staff surveys. Common training programs include induction training for new employees, orientation, in-service education, and continuing education. The roles of managers and coordinators in developing staff through programs like orientation, preceptors, conferences and rounds are also outlined.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
The document provides an overview of a seminar on staff development presented by Ms. Binsy Cherian. It defines staff development and discusses the need for programs to support ongoing learning and skill development for healthcare workers. The seminar covers topics such as the objectives, types (e.g. continuing education, in-service training), and standards of effective staff development programs, as well as some common barriers to implementation.
Staff development in nursing aims to promote the personal and professional growth of nurses through educational activities. It includes induction training for new nurses, job orientation, in-service education, continuing education, and training for specific skills. The goals are to improve job performance, assist career advancement, and ensure safe patient care. Staff development programs are assessed and evaluated using standards set by the American Nurses Association to effectively meet the learning needs of nursing staff.
Staff development programs aim to improve employee skills and knowledge through ongoing education. They involve identifying learning needs, prioritizing them, setting objectives, selecting learning materials, designing learning experiences, teaching strategies, implementation, and evaluation. Common components of staff development are orientation for new employees, skills training, leadership development, and continuing education workshops or courses. Proper planning is essential for effective staff development.
This document discusses planning continuing education programs for nurses. It emphasizes the importance of planning to meet nursing needs, use resources effectively, and avoid duplication. The planning process involves establishing goals, determining needs and priorities, assessing resources, and developing a budget. Objectives for continuing education are outlined, and evaluation is described as essential to assess the program and identify areas for improvement. Various methods of continuing education delivery are also mentioned, including in-service education, distance education, and the use of journals.
Autism is a neurological and developmental disorder that affect how people interact with others, communicate, learn and behave. It is also called as autism spectrum disorder or autism spectrum condition.
International Patient Safety Goals (IPSG)Monika Kanwar
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An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Staff development refers to training and education provided to employees to improve their skills, knowledge, and performance. It includes orientation for new employees, in-service training, continuing education, and other programs. Staff development is needed due to social and scientific changes, advances in fields like medicine, and the need for nurses to continually learn. An effective staff development program assesses employee needs, sets objectives, provides resources, and evaluates outcomes to enhance employee and organizational performance.
In-service education and continuing nursing education are important for professional growth and development. In-service education occurs while nurses are employed and includes orientation, skill training, and leadership development. It aims to improve performance and promote professional growth. Continuing education occurs after basic nursing education and includes programs like specialty courses that help nurses enhance their knowledge and skills. Both are necessary to help nurses stay updated on the latest trends and deliver quality patient care.
The document discusses in-service education and continuing nursing education. It defines in-service education as education provided to nurses while working to support professional growth. The aims are to improve skills and knowledge with changing needs. Methods include demonstrations, conferences, workshops and seminars. Components are orientation, skill training, and leadership development. Continuing education occurs after basic education and includes courses to update skills and knowledge for career advancement and meeting community needs. Planning involves establishing goals, objectives, assessing resources and evaluating outcomes.
Staff development refers to training and education provided by employers to improve employees' knowledge, skills, and attitudes. The primary goal of staff development in healthcare is to achieve high quality patient care. It provides nurses with continued learning opportunities to stay updated on new medical information and treatment methods. An effective staff development program consists of assessing needs, implementing training programs, and evaluating their effectiveness. It benefits both organizations and employees by improving job satisfaction and professional development.
This document discusses continuing nursing education (CNE). It defines CNE as planned educational activities for nurses to meet learning needs after basic nursing education. The goal of CNE is to help nurses improve performance and develop skills for career advancement. Key principles of effective CNE include identifying learning needs, setting objectives, using appropriate teaching methods, and verifying participation. The document also outlines the planning process for CNE, including establishing goals and objectives, determining actions, assessing resources, and evaluating results.
This document discusses staff development in healthcare organizations. It describes the types of staff development which include induction training, job orientation, continuing education, in-service education, and training for specific functions. It outlines the need, goals, objectives, and standards for effective staff development programs. Such programs aim to enhance employee skills and performance through various methods of delivering training and education. The document emphasizes that well-organized staff development is essential for improving the quality of nursing care.
This document discusses continuing education in nursing. It defines continuing education as learning activities that occur after basic education to help professionals stay updated. The goals of continuing education are to improve practice, motivate staff, and keep nurses aware of new technologies. It discusses various forms of continuing education programs including extra mural education and in-service education. Effective continuing education considers learner needs and has clear objectives, appropriate content and teaching methods, and evaluation criteria. Continuing education helps nurses provide safe care, meet community needs, and advance their careers through specialized skills and research.
The document discusses staff development in nursing organizations. It defines staff development as a process that helps individuals attain new skills and knowledge through programs like orientation, in-service education, and continuing education. The importance of staff development is emphasized to keep nurses updated on rapid changes in medical knowledge and technology. The objectives are to ensure proficient nursing staff and maximize their potential. Advantages include improved skills, motivation, and standards. The staff development process involves developing policies, goals, planning programs, implementation, and evaluation. Key components are education, experience, and socioeconomic factors. The overall aim is high quality patient care through mutual goals of the organization, nursing profession and its practitioners.
The document discusses in-service education for nursing staff. It defines in-service education as planned educational experiences provided in the workplace to help staff perform jobs more effectively. The goals of in-service education are to promote professional growth, provide opportunities for promotion, upgrade skills and knowledge, and improve job performance. Effective in-service education is planned, ongoing, and meets the changing needs of staff. Evaluation of in-service education programs assesses whether objectives were achieved.
The document discusses the administration of a nursing curriculum. It outlines the key objectives of nursing curriculum administration which include providing effective and high quality professional services, developing and coordinating the nursing college, and effectively communicating the administration. It also discusses the roles and responsibilities of the curriculum coordinator in planning, organizing, directing, coordinating and controlling the curriculum. Additionally, it outlines the importance of integrating nursing service and education by linking theory and practice, and lists the professionals involved and steps to achieve effective integration.
This document discusses staff development processes and programs. It describes the key components of staff development including orientation, continuing education, and job counseling. It explains that the goals of staff development are to develop realistic job expectations, reduce employee turnover, and help employees adapt to the organizational culture. The document also outlines different models for staff development programs, their advantages, and importance. It provides details on planning, implementing, and evaluating effective staff development.
Staff development programmes aim to provide personal and professional growth opportunities for nurses through various types of training. The key types are induction training for new nurses, job orientation to familiarize them with roles and responsibilities, in-service education to update skills and knowledge, and continuing education for lifelong learning. Effective staff development requires assessing learning needs, developing objectives, evaluating outcomes, and drawing on resources like libraries, universities, and experienced staff. It aims to improve job performance and quality of patient care through activities like lectures, demonstrations, skills practice, and discussions. Challenges can include lack of time, resources, and prioritization of training versus clinical duties.
The document discusses staff selection, development, and training programs. It describes the selection process and importance of selecting candidates that fit the organization's values. Staff development provides opportunities for employees to improve skills and competencies and is determined by annual staff surveys. Common training programs include induction training for new employees, orientation, in-service education, and continuing education. The roles of managers and coordinators in developing staff through programs like orientation, preceptors, conferences and rounds are also outlined.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
The document provides an overview of a seminar on staff development presented by Ms. Binsy Cherian. It defines staff development and discusses the need for programs to support ongoing learning and skill development for healthcare workers. The seminar covers topics such as the objectives, types (e.g. continuing education, in-service training), and standards of effective staff development programs, as well as some common barriers to implementation.
Staff development in nursing aims to promote the personal and professional growth of nurses through educational activities. It includes induction training for new nurses, job orientation, in-service education, continuing education, and training for specific skills. The goals are to improve job performance, assist career advancement, and ensure safe patient care. Staff development programs are assessed and evaluated using standards set by the American Nurses Association to effectively meet the learning needs of nursing staff.
Staff development programs aim to improve employee skills and knowledge through ongoing education. They involve identifying learning needs, prioritizing them, setting objectives, selecting learning materials, designing learning experiences, teaching strategies, implementation, and evaluation. Common components of staff development are orientation for new employees, skills training, leadership development, and continuing education workshops or courses. Proper planning is essential for effective staff development.
This document discusses planning continuing education programs for nurses. It emphasizes the importance of planning to meet nursing needs, use resources effectively, and avoid duplication. The planning process involves establishing goals, determining needs and priorities, assessing resources, and developing a budget. Objectives for continuing education are outlined, and evaluation is described as essential to assess the program and identify areas for improvement. Various methods of continuing education delivery are also mentioned, including in-service education, distance education, and the use of journals.
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In a world overflowing with diet trends and conflicting nutrition advice, it’s easy to get lost in misinformation. This article cuts through the noise to debunk common nutrition myths that may be sabotaging your health goals. From the truth about carbohydrates and fats to the real effects of sugar and artificial sweeteners, we break down what science actually says. Equip yourself with knowledge to make informed decisions about your diet, and learn how to navigate the complexities of modern nutrition with confidence. Say goodbye to food confusion and hello to a healthier you!
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
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The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Nutritional deficiency Disorder are problems in india.
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Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
2. INTRODUCTION
• For any organization to be effective needs 5M/s that is
men, money, material, methods and machines. It is more of
men duly qualified than any other factors which
determines the quality and quantity of performance. Even
the contribution of other M’s to perform depends upon
their manipulation by men/staff.
• The staff is the key to the development and success of
organization one of the important duties of nursing
managers is staff development for improving the quality of
nursing care
3. CONTD….
• In-service education is a part of staff-development. It is an
organized educational programme to assist the individuals
in an organization in attaining new skills and knowledge,
gaining increased level of competence and growing
professionally.
4. DEFINITION
• In-service education is a planned instructional or training program
provided by an employing agency in the employment setting and
designed to increase competence in a specific area.
OR
• In-service education is a planned learning experience provided by the
employing agency for employees.
OR
• In-service education may be defined as educational activities planned &
organized by the employers for the employees to assist them in learning
and/or furthering the knowledge, skills & attitudes required for the
achievement of the specific purpose of the organization.
5. FEATURES OF IN-SERVICE
EDUCATION
• It is provided in a job setting & is a component of staff development
programme.
• It is planned in a way that is specific to service & is ongoing.
• It is a preplanned program which is well organized by the employers.
• It enables the person to perform effectively in the organization.
• It helps the employee to develop professional competence, knowledge
& understanding of the role which they have to perform.
• It aims at bringing the employees at a peak of product activity within a
short time.
6. AIMS
• It helps to improve professional growth and development
• It gives a chance for promotion for the staff members.
• The individual nurses upgrade their knowledge and skills.
• It enhances to improve the performance while rendering
care to the clients.
7. NEED
• Social changes and scientific advancement.
• Changes and advancement in the field of service.
• Increased the demand of nursing services, quality care.
• Rapid changes in medical and nursing practice.
• Nurses to function at her highest potential as quickly as
possible.
• Health care delivery system become more complex.
8. CHARACTERISTICS
• It is provided with job setting
• It is planned and ongoing
• It is designed to meet their demands of changing needs
like scientifically, technically, medically in respect to
patient care and treatment.
• In-service education mainly focus on efficiency and
quality of services.
9. FUNCTIONS
• Provision of educational activities for all employed
• Induction education
• Filling of gaps
• Allowances of comfortable re-entry
• Increase in competency
• Enhancement of knowledge base
• Improvement of health care delivery
• Personal growth of employer
10. NATURE OF IN-SERVICE
EDUCATION
• It is planned activity with predetermined objectives and
criteria for evaluation.
• Designed to meet specific needs, remove shortcomings in
learning or correct shortcomings in skill of employees.
• Focus on more effective functioning of employees.
• Focus on more better functioning of the organization.
11. CONTD….
• Conducted with the full support of the organization.
• Adult teaching principles are taken into consideration.
• The philosophy and objectives of in-service education
program is in line with the goals of health care
organization
12. SCOPE OF IN-SERVICE
EDUCATION
• It helps to meet the needs of the specific health care
organization.
• It enhances the knowledge, skill and attitude for improving
the performance of present job.
• Provide credit points to nurses essential for renewing their
nursing license by the state nursing council.
• Helps in standardizing methods and procedures.
• Improve the quality and efficiency of patient care.
13. CONTD….
• Help to establish high standard of nursing care to patient
care.
• Improve communication skills and thereby team work
among nurses.
• Provide training for special functions such as management,
team building etc.
• Improve morale of employees.
14. CONCEPT OF IN-SERVICE
EDUCATION
1. Planned education activities
2. Provided in job setting
3. Closely identified with services
4. Persons to improve performance effectively
15. STEPS IN DEVELOPING IN-
SERVICE EDUCATION
PROGRAMME
1. Assessment: Participants, Resources, Community and
professional needs to be identified.
2. Planning: Objectives, content, method to be prepared
3. Implementation: Participant’s programme recording
4. Evaluation: Participant’s programme follow up
17. CONTD….
• Centralized in-service training: Centralization refers to
the condition whereby the administrative authority for
education and training remains within the central body.
This central body has complete power over all resources:
money, information, people, technology. It decides the
content of curriculum, controls the budget, is responsible
for employment, the building of educational facilities,
discipline policies, etc.
- In nursing service department, one department will be held
responsible for improvement of knowledge , skills, practice
of their nursing.
18. CONTD….
• Decentralized in-service training: Decentralization, on
the other hand, refers to the extent to which authority has
been passed down to the various departments. However,
the locus of power remains with the central body.
- This is planned for the staff members who work together
giving care for clients with similar conditions and share
similar goals.
19. CONTD….
• Combined in-service training: In this, the higher nursing
authorities and all other departments together plans for the
staff development programme and further plans their
programme based on the needs arises.
20. FACTORS AFFECTING IN-
SERVICE EDUCATION
The economic, social, medical, and technological sciences which affect the
society will affect nursing in-service education. The related factors which
affect the in-service education programs are:
• Cost of Healthcare: In-service education program may increase the
efficiency of nursing services, but it adds additional expenditure on health
care delivery system.
• Man power: In-service education requires qualified resources, leads to
increase human resources.
• Changes in nursing practice lead to frequent changes in the program and
in-service education.
• Standards for nursing practice.
• Organization of nursing departmental planned approaches is regular.
21. ORGANIZATION/ PLANNING
OF IN-SERVICE EDUCATION
In-service education refers to professional development activities that are
provided to employees during the course of their employment. These
programs are designed to help employees enhance their skills. Knowledge,
and competencies, thereby improving their job performance and career
growth. Organizing in-service education involves several key steps:
1. Needs Assessment:
- Conduct surveys, interviews, and focus groups to identify the training
needs of employees.
- Analyze job requirements, performances reviews, and organizational goals
to determine areas where training is needed
22. CONTD….
2. Planning:
- Set clear, achievable objectives for the in-service
education program.
- Develop a detailed plan outlining the content, format, and
duration of the training sessions.
- Allocate budget for the program, considering costs for
materials, facilitators, venues and other resources
23. CONTD….
3. Designing the Program:
- Choose the appropriate training methods (e.g. workshops,
seminars, online courses, on-the job training).
- Develop or source training materials, such as manuals,
videos, and e-learning modules.
- Ensure that the training content is relevant, up-to-date and
aligned with the identified needs and objectives.
24. CONTD….
4. Selecting trainers:
- Identify and select qualified trainers and facilitators who
have expertise in the subject matter.
- Provide trainers with clear guidelines and expectations,
and ensure they are well-prepared to deliver the training.
25. CONTD….
5. Scheduling and logistics:
- Determine the best times for training sessions, considering
the work schedules and availability of employees.
- Arrange for training venues, equipment, and other
logistical needs
- Communicate the training schedule and details to all
participants well in advance.
26. CONTD….
6. Implementation:
- Conduct the training sessions as planned.
- Ensure active participation and engagement from
employees through interactive activities and discussions.
- Monitor the progress of the training and address any issues
that arise promptly.
27. CONTD….
7. Evaluating and Feedback:
- Collect feedback from participants through surveys,
questionnaires or informal discussions.
- Evaluate the effectiveness of the training program by
assessing improvements in job performance and other key
metrics.
- Use the feedback and evaluation results to make necessary
adjustments and improvements to future training
programs.
28. CONTD….
8. Follow-up:
- Provide opportunities for employees to apply what they
have learned in their work environment.
- Offer additional support, such as coaching or mentoring, to
help employees integrate new skills into their daily tasks.
- Plan for ongoing training and development to ensure
continuous professional growth.
30. CONTD….
1. Orientation:
Orientation means providing new employees with basic
information about the employer.
Components of Orientation:
• Centralized Orientation
• Decentralized Orientation
31. CONTD….
• Centralized Orientation
1. Generalized Orientation: It focus on 3 areas
General orientation:
- Physical setup of the organization
- Philosophy
- Purpose and roles of employees
Hospital Orientation:
- Services available for staff and patients in the hospital
- Resources available
- Library facilities
32. CONTD….
Orientation to the Nursing Department:
- Organization of nursing department
- Different categories of nursing personnel
- Special programs and activities for nursing personnel.
34. CONTD….
2. Skill Training:
It provides employees with skills and attitudes required for
the job and keeps them abreast of changing methods and
new techniques
Types of training:
• Basic literacy training
• Technical training
• Interpersonal skills training
• Problem solving training
• Diversity training
35. CONTD….
• Training Methods
1. Job rotation: By assigning people to different jobs or
tasks to different people on a temporary basis.
2. Mentoring Programme: Anew employee frequently
learns his or her job under guidance of an experienced
workers.
36. CONTD….
3. Leadership and Management Development:
• It equips a selected group of employees to shoulder
growing responsibilities and new positions.
• Staffs should have skills in leadership and management in
order to guide employees. They mainly focus to develop:
- Leadership skills
- Communication skills
- Performance Management skills
- Decision making skills.
37. CONTD….
3. Continuing Education:
Continuing education is all the training activities that occur
when an individual has completed his/her basic education.
Aims of Continuing Education:
• Improvement of professional practice
• To motivate the staff to seek the latest knowledge
• To keep the nurses with the latest development of
technologies
• It develops interest, job satisfaction and confidence.
38. ADULT LEARNING
• Learning is a permanent change in human capabilities that
is not a result of growth process.
• Adult Learning is the practice of teaching and educating
adults at work place during in-service education
programme.
39. CONTD….
• The need for adult education and
continuing education is due to
following factors
- Changing social trends
- Population Mobility
- Changing roles of hospital
- Health status
- Employment and empowerment
of women
40. PRINCIPLES OFADULT
LEARNING
1. Self-directing and autonomous: Adults typically prefer
to take responsibility for their own learning. They value
being involved in the planning and evaluation of their
instruction. They need to know the benefits, values and
purpose of learning program.
2. Experience: Adults learners need to be able to draw
upon their past experiences to aid their learning. Adulys
bring a wealth of experience to the learning process.
This can be rich resource for learning, both for
themselves and for others.
41. CONTD….
3. Readiness to learn: Adults are often ready to learn
things they feel they need to know to cope effectively
with real life situation. Adults learn through direct
experiences; therefore their training and learning
interventions must include active and physical
participation and offer implementable techniques and
methodology that will immediately improve their
everyday lives
4. Practice: Adults learners are often engaged in learning
because a problem needs to be solved. Practicing skills
in a controlled environment allows them to grow self-
efficacy in new tasks that prepare them to act
autonomously outside of the learning environment
42. CONTD….
5. Relevance: The content of training program must be
meaningful and relevant to the adult learners, their lives
and their business to They have to see very clearly why
and how this is important to them personally and how it
applies to their life. The immediate use of the learning
needs to be clearly understood by the learner.
6. All of the senses: Adults learners needs multi-sensory
learning and teaching methodologies. We must ensure
that our learning interventions have appropriately
proportioned delivery techniques that meet the needs of
audio, visual, reading/writing, kinesthetic, dependent
and independent learning preferences.
43. CONTD….
7. Personal Development: The intrinsic, personal desires
and ambitions of adult learner need to be considered
when planning and delivering adult learning programs.
As learners get older, their cause for participation in
learning programs often moves from external drivers, to
internal drivers, like simply learning out of pure
pleasure or interest in learning something new.
6. Involvement: Effective adult learning programs have
planned for learner feedback and consultation. Adults
need to feel as though they have a sense of
responsibility, control and decision making over their
learning. They need to be involved in the planning,
evaluation and consultation of their own learning
process to be fully on board with its successful
execution.
44. MODES AND METHODS OF
DELIVERING IN-SERVICE
EDUCATION
• Forum
• Ward teaching
• Discussion
• Laboratory
• Conferences
• Seminars
• Workshops
• Field trips
45. EVALUATION OF STAFF
EDUCATION PROGRAM
• Evaluation is the process of determining to what extent the
educational objectives are being realized- Ralph Tyler
• Evaluation is the systematic examination of educational
and social programme- Conbach et.
46. TYPES OF EVALUATION
• Formative Evaluation: Formative evaluation takes place
during the training programme to monitor the learning
progress. Feedback to the trainer provides for modifying
the form and process training is necessary. Tests used for
formative evaluation are mostly prepared by the teacher
trainer.
• Summative Evaluation: It takes place at the end of the
programme. It is designed to determine the extent to which
instructional objectives have been achieved. This
evaluation confirms both the improvement in the trainees
performance and the training itself.
47. PREPARATION OF REPORT
Preparing a report for an in-service education program
involves documenting the planning, implementation, and
outcome of the training. The report should be structured
clearly to convey the essential information effectively to
stakeholders. Here’s a stet by step guide on how to prepare
report:
1. TITLE PAGE:
• Title: Report on (Title of in-service education Program)
• Date: Date of report
• Prepared by: Names and titles of the report authors
• Organization: Name of the organization
48. CONTD….
2. TABLE OF CONTENTS:
Provide a list of sections and subsections with corresponding
page numbers
3. EXECUTIVE SUMMARY:
• Summary: Brief overview of the program, including
objectives, methods and key outcomes
• Key findings: Highlight major successes and areas for
improvement.
• Recommendations: Briefly state any recommendations for
future programs.
49. CONTD….
4. INTRODUCTION:
• Background: Context and Rationale for the in-service
education program
• Objectives: Specific goals and expected outcomes of the
program
• Audience: Description of the target participants
5. NEEDS ASSESSMENT:
• Methodology: Describe how the training needs were
identified (e.g. surveys, interviews, performance reviews)
• Findings: Summarize the key findings from the needs
assessment.
50. CONTD….
6. PLANNING AND DESIGN:
• Program Design: Outline the structure of the program,
including topics covered and the sequence of the sessions
• Resources: List the materials, tools and resources used
• Budget: Overview of the financial aspects, including costs
and funding sources
7. IMPLEMENTATION:
• Schedule: Detailed timeline of the program activities
• Training Methods: Description of the methods used (e.g.
workshops, e-learning, on-the-job training)
• Facilitators: Information on the trainers or facilitators,
including their qualification
51. CONTD….
• Participation: Data on participant attendance and
engagement
8. EVALUATION:
• Evaluation Methods: Explain the methods used to assess the
effectiveness of the program (e.g. feedback surveys,
assessments, performance metrics)
• Participant feedback: Summarize the feedback received
from participants.
• Outcomes: Analyze the extent to which the program met its
objectives, Include Quantitative data (e.g. test scores,
performance metrics) and Qualitative data (e.g. participant
comments).
52. CONTD….
9. FINDINGS AND ANALYSIS:
• Successes: Highlight what worked well in the program.
• Challenges: Discuss any issues or obstacles encountered
during the program.
• Impact: Evaluate the impact of the program on participants
performance and organizational goals.
10. RECOMMENDATIONS:
• Improvements: Suggestions for enhancing future in-service
education programs.
• Follow-up: Recommendations for follow-up activities, such
as additional training or continuous learning initiatives
• Sustainability: Strategies to ensure the long-term
sustainability of the training outcomes.
53. CONTD….
11. CONCLUSIONS:
• Summary: Recap the key points discussed in the report
• Final Thoughts: Concluding remarks on the overall success
and future directions of the in-service education program
12. APPENDICES:
• Supporting Documents: Include any relevant documents, such
as detailed feedback forms, raw data from surveys, training
materials, and additional resources.
13. REFERENCES:
• Citations: List any sources or references used in the
preparation of the report.