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IN-SERVICE
EDUCATION
PRESENTED BY:
MS. MONIKA KANWAR
ASSISTANT PROFESSOR
M.Sc. (N) MENTAL HEALTH NURSING
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
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.
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.
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.
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.
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.
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.
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
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.
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
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.
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.
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
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
TYPES OF IN-SERVICE
EDUCATION
TYPES
OF
IN-SERVICE
EDUCATION
Centralized training
Decentralized training
Combined in-service
training
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.
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.
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.
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.
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
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
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.
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.
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.
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.
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.
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.
COMPONENTS
COMPONENTS
Orientation
Skill training
Leadership and Management
development
Continuing education
CONTD….
1. Orientation:
Orientation means providing new employees with basic
information about the employer.
Components of Orientation:
• Centralized Orientation
• Decentralized Orientation
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
CONTD….
Orientation to the Nursing Department:
- Organization of nursing department
- Different categories of nursing personnel
- Special programs and activities for nursing personnel.
CONTD….
• Decentralized Orientation
It focus on the
1. Orientation to nursing unit
2. Orientation to the nursing team
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
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.
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.
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.
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.
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
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.
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
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.
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.
MODES AND METHODS OF
DELIVERING IN-SERVICE
EDUCATION
• Forum
• Ward teaching
• Discussion
• Laboratory
• Conferences
• Seminars
• Workshops
• Field trips
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.
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.
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
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.
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.
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
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).
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.
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.
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In-service education (Nursing Mangement)

  • 1. IN-SERVICE EDUCATION PRESENTED BY: MS. MONIKA KANWAR ASSISTANT PROFESSOR M.Sc. (N) MENTAL HEALTH NURSING
  • 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
  • 16. TYPES OF IN-SERVICE EDUCATION TYPES OF IN-SERVICE EDUCATION Centralized training Decentralized training Combined in-service training
  • 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.
  • 29. COMPONENTS COMPONENTS Orientation Skill training Leadership and Management development Continuing education
  • 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.
  • 33. CONTD…. • Decentralized Orientation It focus on the 1. Orientation to nursing unit 2. Orientation to the nursing team
  • 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.