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.

1. Staff Development
By / Mahmoud Shaqria
‫شقريه‬ ‫محمد‬ ‫محمود‬

2. Outlines:
• Definition of staff development.
• Purposes of staff development.
• Agency-wide staff development arrangement.
1-Centralized.
2- Decentralized.
• Components of staff development.
1- Orientation.
2- Skill training.
3- Leadership and management development.
4- Continuing education.

3. • Importance of nursing continuing education.
• Basic elements for designing and implementing
the program.

4. Introduction
Staff development is a process directed
towards the personal and professional
growth of nurses and other personal
while they are employed by a health care
agency. Staff development refers to all
training and education provided by an
employee to improve the occupational
and personal knowledge, skills and
attitudes of rested employees.

5. Definition of staff development
• Staff development is a planned learning activities
and experience, includes both formal and informal
learning activities within and outside the agency in
order to help a person perform more effectively as
a worker and a person.
• Staff development usually refers to learning
activities designed to facilitate the clinical staff’s
job-related performance.

6. Purposes of staff development
• The purposes of staff development is to assist each
nurse to improve performance in his position and to
acquire personal and professional abilities that
maximize the possibility of career advancement
through:
1- Provide nurses with continually up-grade in order
to meet changing patient and community needs.
2- Help nurses to improve, maintain or acquire
specific skills.

7. 3- Promote quality of patient care by providing
educational opportunities that are directed towards
meeting learning needs of all personnel in all categories.
4- Promote the nurses career advancement.
5- Increase nurses productivity.
6- Staff development activities include training and
education needed because social change and scientific
advancement cause rapid nursing knowledge and skills.
7- Education should be transmitted to bring cultural
change.

8. Agency-wide staff development arrangement
1-Centralized
In this design an agency-wide staff development department is
responsible for the development of all hospital personnel,
including nurses. Or when a separate nursing education
department is responsible to provide nursing development
program to all nurses in the hospital.
2- Decentralized
In this design the nursing staff development program provided at
the nursing unit level. The head nurse in each nursing unit is
responsible for orientation of new nurses or to provide new
knowledge, skills to the nursing staff.

9. Components of staff development
• The National League of Nursing designated the
components of staff development programs into
four program areas.
1- Orientation.
2- Skill training.
3- Leadership and management development.
4- Continuing education.

10. 1- Orientation program
• Orientation typically occurs at the beginning of employment and/or
any time there are changes in roles and responsibilities of the nurse.
• Orientation is the process of acquiring a new nurse with work
environment, so she can relate quickly and effectively to new
surroundings.
• Orientation training program introduces new employee to
these basic aspects of her job. In the hospital field of any new
nurses are appointed first the sparser has to discuss with them
the job chart, Policies, procedures and fulfillment of objectives,
standing orders policies of institution orientation skill training
has to be given for development of knowledge and skills.

11. • Orientation of new nurse consists of two parts:
- Induction training: Provide the new nurse with
information about; policies rules and regulation,
structure, holidays, sick time benefits, pay dates,
position classification, and promotion opportunities.
- Job orientation: orientation about the position the
nurse was hired, which includes; activities,
responsibilities, relationships, supervised by whom,
and the subordinates she is going to supervise.

12. Goals of orientation
1-The nurse feels like a welcome.
2-The nurse understands accepts and
supports the expectations of the service unit.
3-The nurse is able to meet basic
performance expectations of the service
unit.

13. 2- Skill training program
• Skill training is a practical knowledge in combination with
ability of learned physical or intellectual skills of the
learner.
• Training May be defined as an method of ensuring that
people have knowledge and skills for a specific purpose
that they acquired the necessary knowledge to perform the
duties of the job. It is expected to acquiring new skills will
increases productivity or create a better product.

14. • Skill training programs are designed to meet these objectives:
(1) Provide the hospital and patients with staff who know and are
able to perform correct nursing procedures.
(2) Enable nurses to meet standards established for quality of
performances.
(3) Promote job satisfaction and reduce friction.
(4) Help nurses to be familiar with changes in methods and
techniques.
Content of the program
Skill training program covers: Technical and manual skills. Also,
communication skills, which are vital to good nursing care and to
teaching.

15. CHARACTERISTICS OF GOOD TRAINER
1. Identify training needs accurately.
2. Be organized and fully prepared for training
delivery.
3. Be ready to change and adapt, always thinking on
their feet.
4. Have confidence speaking in public.
5. Have the ability to remain focused.
6. Be able to handle difficult situations and complex
group dynamics.

16. 7. Design effective and engaging
training programs.
8. Have a thorough understanding of
the program subject matter.
9. Communicate clearly at all times.
10.Be patient.
11.Practice good time management.
12.Evaluate the outcome of training
program.

17. 3-Leadership and management development program
• Most health care organizations require some forms of
leadership and management development program as
part of the staff development supervisory and
management staff who is promoted from within the
hospital.
• Objectives Leadership and management development

18. • Leadership and management programs are designed to meet
these objectives:
1- Spread leadership and management competency among
personnel(decentralized leadership).
2- Increased delegation of authority, developing professional
accountability.
3- Reducing costly turnover in top position.
4- Assist the nurses to project her own personality into the
job using desirable concept of leadership and management.
• Broaden selection possibility for promotion.

19. 4- Continuing education
• Continuing education refers to learning experiences
designed to enrich the nurses' contributions to quality
health care and professional career goals.
• Continuing education provides personnel with the
opportunity to learn new knowledge and skill to up-to
date new educational needs.

20. Importance of nursing continuing education:
1- The nurse is able to adapt her practice to
technological nursing and medical advances.
2- The nurse is able to improve her ability to
provide quality nursing care.
3- The nurse leader is able to provide effective
management based on current managerial theory
practice and research.
The nurse leader is better able to create an
environment through the management of human and
physical resources that facilitates the provision of
quality care.

21. LIFELONG EDUCATION
• It is the most important part of a total in-service
program. It helps to analyze:
1. Specific points in the nursing care of individual
patients.
2. Gaps in nursing care are to be reported.
3. Reports on one or more patients admitted in 24 hrs.
4. Importance of charting.
5. New diagnostic test.
6. Changes in nursing procedure.

22. Basic elements for designing and implementing
the program
1. Identifying learning needs
2. Establishing priorities
3. Formulating objectives
4. Selecting and organizing learning materials
5. Designing plans for learning experiences
6. Selecting teaching strategies
7. Implementation
8. Evaluation

23. 1. Identifying learning needs
• Identifying learning needs is the basis for developing
sound and meaningful staff development program.
A learning need is described as a gap or a discrepancy
between what nurses know and what they need to learn
to carry out role expectations or to prepare foradditional
responsibility.
Sources of identifying learning needs:
Society (e.g. presence of AIDs), organization (e.g.
Hospital policy), and individual (e.g. starting new
nursing procedure, previous experience).

24. • Methods of identifying learning needs
Identification of needs is divided into four area :
a- Observation of personnel performance.
b- Verbal and written communication with and
from personnel.
c- Analysis of records and reports.
d- Changes within and outside its agency.

25. 2-Establishing priorities
• After needs are determined , they are translated into action
and priorities are established. Prioritizing needs depends on
the following factors: economic factor, time factor and
abilities of nurses.
-3 Formulating objectives
• Once learning needs have been identified, the objective of
the program should be stated.
• Stating objectives is very important because it provides
criteria for selecting content of the program, selecting
teaching strategies and selecting evaluation methods.

26. Types of educational objective
There are three types of educational objective
1. General objective
2. Intermediate objective
3. Specific objective
1-General objective
• General objective correspond to the functions of the type of
health personnel trained in the organization.
• Example: providing preventive and curative to the individual and
the community in health and in sickness

27. 2-Intermediate objective
• Intermediate objective arrived at be breaking down professional
functions into components (activities) which together indicate
the nature of functions.
-Example, planning and carrying out a blood sampling session
for a group of adults in the community.
• 3-Specific objective
• Specific objective corresponding to (or derived form) precise
professional tasks whose results are observable and measurable
against given criteria.
-Example: using the syringe, to take a blood sample (5ml) from
the cubital vein of an adult (criteria absence of haematoma)
amount of blood taken within 10% of the amount required, and
not more than two attempts.

28. -4 Selecting and organizing learning materials
• After determining program objectives, the next step
is the selection of learning materials in relation to
desired objectives, principles of adult learning also
influence how learning materials are to be
constructed. Adult learn best when learning
materials are well organized.

29. 5- Designing plans for learning experiences
- This step involves the actual development of the program and
includes:
• Teaching plan.
In formulating teaching plan, all the behavioral objectives should be
identified as well as content and teaching methods. Also, it may be
desirable to identify the teacher and the time block. These plans
should be kept as a matter of record.
• Time schedule.

30. A time schedule should be used to show each
instructor , trainer's class and clinical schedule
in order to determine where the staff
development educators are located and what
learning offerings are scheduled for the
designated time.
• Staff assignment
One of the best methods in making staff
development is based on clinical expertise
because it is impossible for all staff development
educators to be experts in all of the clinical
areas.

31. 6- Selecting teaching strategies
• Teaching strategies that are widely used for staff
development program are; Lectures,
Demonstrations, Conferences, Discussion, and
Role playing

32. 7- program implementation.
- Refers to actual presentation of the content and learning
experiences that were selected and organized during the
planning phase. Implementing the program requires
preparing of the climate setting and time schedule.
• Climate setting
It refers to physical environment in relation to sound, light,
temperature and arrangement of furniture. Climate setting
also refers to relation to comfortable learning atmosphere
that allows participants to know each other also free
flowing communication between clinical personnel,
planners and teacher as helper or facilitator.

33. • Time schedule
Time schedule for a staff development
program that was previously developed in
the planning phase must be handled for
both learners and instructors. It must
indicate duration of the program, duration
of each session, outline of content of each
session, instructor responsible for content
presentation, method of teaching used, as
well as methods of evaluation.

34. 8- program evaluation
- Evaluation is an integral part of the program . It is a continuous and
ongoing process for ,
• Measuring the extent to which the desired objectives have been met.
• Judging the worth of the program , quality of teaching used and
instructors
-Type of evaluation: Evaluation has two types used in evaluating staff
development program
• Formative evaluation: provides data allowing changes in the course
while it is being taught. These data facilitate adjustment of both course
content and method of teaching to meet learners needs. it can be
conducted before or during the program
• Summative evaluation .Examines the achievement of specific learning
objectives as change in knowledge, practice and attitudes through
measuring practice in the clinical area and patient outcome

35. Methods of evaluation:
• There are different method that can be used in program
evaluation, the choice of the methods depends on, desired
information, what is to be evaluated, and the availability
of time and resources.
• For evaluating worth of the program or learners feeling
about the program:

36. • This can be evaluated through the use of
1- A structured questionnaire, that asks learner about the
effectiveness of the program regarding its content, method of
teaching……
-2 Participation , attendance of participants or learners in
learning session
3-Giving feedback is very important to participants.
4- After the evaluation of the program , there is a need to move
into a systematic follow up plan for the improvement , and
modification of the program.

37. Roles and Functions of Administrator
/ Manager in Staff Development
• Roles
1. Applies adult learning principles when helping
employees learn new status
2. Coaches employees readily regarding knowledge
and skill deficits
3. Activity seeks out teaching opportunities
4. Uses teaching techniques that empower staff
5. Is section to the learning defects of the staff
6. Frequent assess learning needs of the unit

38. Functions
1. Works in reduction departments to delicate
should individual responsibility for staff
development
2. Ensure that are the adequate resources for
staff development
3. Assumes responsibility for quality and fiscal
control of staff development activity
4. Makes appropriate decision regarding
educational resources allocation in fiscal
constraints
5. Ensures that all stage are competent for roles
assigned provides input in formulating staff
development policies

39. References
[1] C.M. Prasad. “Principles & Practice of
Management” 6th edition, 2004, Sultan Chand
& Sons Publication – Page No. 214 – 18.
[2] Chabra, 2003 “Principles Practice of
Management”, 8th Edition; Darpar Rai and
Co., New Delhi.
[3] Francis, C.M. Soyza,M. C. de, (2000)
“Hospital Administration” 3rd edition, Jaypee
Brothers, New Delhi – 270 – 281.

40. Thank you