Maria Miller 847 ppt
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Green Pharmacy was experiencing medication packaging errors that could harm patients. An analysis found the root cause was insufficient training of pharmacy technicians. Technicians previously spent 9 months in classroom training but learned on the job from experienced technicians, which resulted in technicians sometimes picking up bad habits or not understanding the full picture. To address this, Green Pharmacy adopted a cognitive apprenticeship model for training technicians that adds articulation, reflection, and exploration to the traditional apprenticeship model. This helps bridge classroom knowledge to practical application and is expected to reduce packaging errors.
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Effective clinical instruction requires preparation like selecting sites, identifying units, and arranging student assignments. During sessions, preconferences orient students and postconferences allow analysis and evaluation. Formative and summative evaluations provide feedback and assess competencies in areas like critical thinking and documentation. Evaluation tools must be clear, measurable, and practical for improving student learning in clinical placements.
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Training is an important activity for human resource development departments to facilitate employees' ongoing learning of job-related skills. The goal of training is for employees to master competencies through instruction and practice in order to improve performance. Organizations benefit from training in many ways, such as maintaining qualified services, achieving high standards, and reducing mistakes. An effective training program follows a systematic approach, including assessing needs, specifying objectives, designing the program, selecting instructional methods, implementation, and evaluation.
Training And Development
Learning is a continuous process and training & development helps to increase the learning index of the employees. With new learning they learn to do new things and the result is visible in the productivity. understands the basics of an effective training program.
T&D
The document discusses various training methods used by organizations. It describes assessing training needs through organizational and personal analysis to determine what skills are needed. Various on-site and off-site training methods are outlined, such as on-the-job training, lectures, simulations, and role playing. The goal of training is to help employees acquire job-related skills and behaviors to improve performance. Training programs are evaluated based on reaction, learning, behavior change, and results.
Clinicalteaching
The document discusses clinical teaching in nursing education. It describes the purposes of clinical teaching as bringing together theory and practice, mastering skills, observation, refining problem-solving, and developing time management. It also discusses the misuse of clinical settings and different models of clinical teaching, including traditional methods, preceptorship, and their benefits. Effective teaching techniques discussed include observation assignments, nursing rounds, shift reports, and technology use. The document also covers preparing for, conducting, and evaluating clinical instruction as well as challenges and choices in the evaluation process.
Staff development programme
Staff development includes processes aimed at the personal and professional growth of nurses and other healthcare personnel. It involves orientation, in-service education, and continuing education to promote development consistent with employment goals and responsibilities. Staff development programs assess needs, set objectives, and provide educational activities to help employees improve performance and acquire new skills and knowledge needed for their roles.
Training & Development
Training and development aims to improve employee performance through increasing skills, knowledge, and changing attitudes. Training focuses on short-term skills for current jobs, while development has a longer-term focus on career growth. There are various methods for assessing training needs, delivering training programs, and evaluating their effectiveness. Training can provide benefits like increased productivity and morale, but also has costs like lost work time. The goal is to close gaps in skills and knowledge through various on-the-job and off-the-job training methods.
Model for approach_complete rev3
1. The document discusses setting up a simulation center infrastructure using an evidence-based approach to assess outcomes. It outlines steps such as developing a vision, strategic planning, and appraising resources and barriers.
2. Research results show that simulations combined with lecture can increase nursing students' self-confidence and satisfaction with their learning. Studies found simulations improved cognitive skills and the ability to answer test questions.
3. Challenges in simulation education include ensuring faculty competency, managing time and learning new technologies, and issues of affordability, policies, and staffing labs.
Methods of Training
The document discusses different types of employee training. It defines training as equipping employees with the required knowledge and skills for their jobs. There are advantages to both employees and employers, such as reduced learning time, better performance, and career advancement. The two main types of training are on-the-job training, where employees learn by observing others on the job, and off-the-job training, where employees separate from work to focus solely on learning. Specific on-the-job methods include coaching, apprenticeships, job rotation, and internships. Off-the-job methods include conferences, vestibule schools, films, case studies, and computer modeling.
Methods of Training
The document discusses different types of employee training. It defines training as equipping employees with required knowledge and skills. There are advantages to both employees and employers, such as reduced learning time, better performance, and career development. The two main types of training are on-the-job training, where employees learn from peers, and off-the-job training, where learning takes place away from the work environment. Specific on-the-job methods include coaching, apprenticeships, job rotation, and internships. Off-the-job methods include conferences, vestibule schools, films, case studies, and computer modeling.
CLINICAL TEACHING PROGRAMME.pptx
This document outlines a clinical teaching program in obstetrics and gynecology (OBG) nursing. It discusses various teaching methods used in clinical education such as bedside teaching, nursing rounds, demonstrations, and nursing care studies. It also covers the responsibilities of clinical preceptors such as setting objectives, evaluating students, demonstrating procedures, analyzing difficulties, and maintaining student records. The document provides guidelines for selecting teaching materials and the qualities of effective clinical preceptors such as competence, respect, organization, and limiting content. Common clinical teaching models like one minute preceptor, SNAPPS, and pattern recognition are also summarized.
QCL-14-v3_Fishbone, Poor placement of students_SIMSREE_Aditi Chavan
In this challenge we have studied placements process of students and reasons behind poor placement of students.
We have also tried to find solutions for the problems discussed
TRAINING AND DEVELOPMENT
The document discusses various topics related to human resource management including orientation, training, performance management, career planning, and performance appraisal. Specifically, it defines orientation as the process of becoming familiar with a new organization. It also outlines the objectives and importance of orientation training for new employees. Performance management is discussed as an ongoing process to improve employee performance and align it with organizational goals. Various methods of training evaluation and performance appraisal are also summarized.
IN-SERVICE Education. (Management) .pptx
In-service Education Topic
(Management of nursing services and education)
Final year Basic BSC Nursing
ARCS MODEL
The ARCS model of motivation was developed by John Keller and focuses on four key aspects of motivating learners: Attention, Relevance, Confidence and Satisfaction. The model is important for motivating learners in e-learning courses. Attention involves boosting learner interest through unexpected or surprising elements. Relevance shows the usefulness of content and how it applies to the real world. Confidence develops success expectations and allows learners to feel in control. Satisfaction involves learners achieving goals through practice and testing activities.
Employee training & development
This document discusses employee training and development. It covers the importance of training employees, who should conduct the training, how employees learn best, developing training programs, retraining, orientation, and overcoming obstacles to learning. The key points are that training employees is important for standardized performance, reduced costs and turnover, and improved morale; the logical person to conduct training is the supervisor; employees learn best when actively involved, the training is relevant and practical, and they receive feedback; developing effective training programs involves establishing standards, objectives, procedures, and evaluation.
Learning principles in training
This document outlines several key learning principles for effective training and development:
1) Motivation is important for learning - trainees must be motivated to participate and acquire new knowledge, skills, and attitudes. Motivation depends on self-efficacy, understanding benefits, and awareness of need for training.
2) Individual differences must be recognized - people have varying abilities to grasp concepts. Trainers must consider these differences.
3) Practice and opportunities are needed - learning requires demonstrating and practicing new skills. Over-learning increases retention.
4) Feedback provides knowledge of results - this helps trainees identify achievements and errors to improve.
MailCom 2009 Train The Trainer
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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