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 staff development programs for nurses. It defines staff development as formal and informal learning opportunities that help employees perform their roles competently. The goals of staff development programs are to ensure efficiency, consistency, and regulatory compliance through training. Programs address weaknesses, build confidence, and provide career advancement opportunities for nurses. Common types of staff development include induction training, job orientation, in-service education, continuing education, and training for special functions. Evaluation of these programs identifies areas for improvement and assesses how training is applied in practice.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
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.
Staff development aims to promote the personal and professional growth of nurses through formal and informal learning opportunities. It has historically evolved since the 1920s. The objectives of staff development include improving employee performance and productivity, ensuring safe patient care, and fostering job satisfaction. Common types of staff development are induction training, job orientation, in-service education, continuing education, and training for specific functions. Effective staff development applies adult learning principles and evaluates its impact on transferring learning to job performance. Potential barriers to effective staff development are lack of time, resources, clarity on objectives, and attitudes treating it as a cost rather than investment.
This document discusses faculty development programs in nursing. It outlines various teaching competencies required for nursing faculty, including those related to curriculum development, professional practice, relationships with students and colleagues, service, and scholarship. It also discusses the need for preparation to teach through education courses, clinical experience, and orientation programs to introduce new faculty to policies, procedures, and technologies used at their school. The document emphasizes the importance of ongoing continuing education through conferences, workshops, and courses to help faculty improve teaching skills and learn new strategies. Faculty development aims to develop all faculty for current and future teaching roles through individual efforts and shared responsibility between faculty, academic officers, and nursing schools.
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.
Continuing Professional Development For Social WorkersGallery
This document discusses continuing professional development (CPD) for social workers in the UK. It defines CPD and outlines common CPD activities like training, supervision, and qualifications. It also describes the regulatory bodies that oversee social work, including the General Social Care Council and requirements for maintaining registration. Finally, it discusses the national occupational standards that inform social work practice and the Children's Workforce Development Council's model for structuring the children's social care profession.
This document provides an overview and structure for a personal portfolio for non-qualified clinical support staff. It includes sections for employment documentation, achievements and personal development, supervision and competency frameworks, additional evidence, and useful websites. The portfolio is intended to showcase skills, strengths, and areas for development to support career goals and lifelong learning. Key elements that should be included are job descriptions, training certificates, reflection on learning, supervision records, and evidence of competencies.
This document discusses staff development programs for nurses. It defines staff development as formal and informal learning opportunities that help employees perform their roles competently. The goals of staff development programs are to ensure efficiency, consistency, and regulatory compliance through training. Programs address weaknesses, build confidence, and provide career advancement opportunities for nurses. Common types of staff development include induction training, job orientation, in-service education, continuing education, and training for special functions. Evaluation of these programs identifies areas for improvement and assesses how training is applied in practice.
This is a summary of how to develop a technology staff development program. Provides some review of the Individual Technology Learning Plan recognized by NBSA as one of the best programs in the nation.
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.
Staff development aims to promote the personal and professional growth of nurses through formal and informal learning opportunities. It has historically evolved since the 1920s. The objectives of staff development include improving employee performance and productivity, ensuring safe patient care, and fostering job satisfaction. Common types of staff development are induction training, job orientation, in-service education, continuing education, and training for specific functions. Effective staff development applies adult learning principles and evaluates its impact on transferring learning to job performance. Potential barriers to effective staff development are lack of time, resources, clarity on objectives, and attitudes treating it as a cost rather than investment.
This document discusses faculty development programs in nursing. It outlines various teaching competencies required for nursing faculty, including those related to curriculum development, professional practice, relationships with students and colleagues, service, and scholarship. It also discusses the need for preparation to teach through education courses, clinical experience, and orientation programs to introduce new faculty to policies, procedures, and technologies used at their school. The document emphasizes the importance of ongoing continuing education through conferences, workshops, and courses to help faculty improve teaching skills and learn new strategies. Faculty development aims to develop all faculty for current and future teaching roles through individual efforts and shared responsibility between faculty, academic officers, and nursing schools.
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.
Continuing Professional Development For Social WorkersGallery
This document discusses continuing professional development (CPD) for social workers in the UK. It defines CPD and outlines common CPD activities like training, supervision, and qualifications. It also describes the regulatory bodies that oversee social work, including the General Social Care Council and requirements for maintaining registration. Finally, it discusses the national occupational standards that inform social work practice and the Children's Workforce Development Council's model for structuring the children's social care profession.
This document provides an overview and structure for a personal portfolio for non-qualified clinical support staff. It includes sections for employment documentation, achievements and personal development, supervision and competency frameworks, additional evidence, and useful websites. The portfolio is intended to showcase skills, strengths, and areas for development to support career goals and lifelong learning. Key elements that should be included are job descriptions, training certificates, reflection on learning, supervision records, and evidence of competencies.
This document discusses staff development and welfare in hospital and community nursing management. It defines staff development as programs designed to motivate, train, and educate learners to improve their knowledge, skills, and attitudes. The objectives of staff development programs are to improve staff performance and quality of care, provide knowledge updates, support evidence-based research, create a supportive work environment, and evenly distribute workloads. Staff development includes orientation, continuing education, in-service training, job counseling, and formal training programs. It also discusses the need for staff development to establish competence, satisfy interests, develop new skills, and increase productivity. The role of head nurses in staff development and factors relating to staff welfare like working hours, leaves, attendance at courses,
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.
This document discusses staff development and welfare in healthcare organizations. It defines staff development as a process aimed at personal and professional growth of employees through orientation, education, and training. The objectives of staff development programs are to improve employee performance, update knowledge, encourage research, create a positive work environment, recognize good work, and promote professional development and equality. Various methods of staff development discussed include induction training, job orientation, in-service education, and continuing education. The document also outlines recommendations to improve staff welfare, such as reasonable working hours, leave benefits, healthcare, savings plans, and allowances.
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Sushil Kumar Singh is seeking a position that utilizes his 11 years of experience in HR, compliance, personnel, and general administration. He currently works as an Assistant Manager of HR & Compliance and has previously held managerial HR roles. He has extensive experience with recruitment, performance management, statutory compliance, training and development, and general administration. Sushil Kumar Singh holds qualifications in personnel management, industrial relations, HR, and computer programming.
This document outlines standards for improving patient and client experience in health and social care. It identifies five key standards: respect, attitude, behaviour, communication, and privacy/dignity. Stakeholder groups provided input in developing these standards. Organizations are encouraged to monitor performance against the standards and continuously improve the patient experience through activities like policy development and staff training. The overall goal is to ensure patients feel respected, cared for, and involved in their treatment.
Innovation of nursing - Define Role of Nurse, Implications use PPT in Educati...sonal patel
Innovation in nursing education involves the application of educational technology, telenursing, e-nursing, nursing informatics, forensic nursing, and space nursing. Educational technology applies science to meet educational needs and includes curriculum reforms, new methods, and evaluation. Telenursing uses telecommunication devices to provide nursing care from a distance. E-nursing digitizes patient administration, staff scheduling, assessments, and billing. Nursing informatics integrates nursing science, computer science, and information science to manage healthcare data. Forensic nursing specializes in evidence collection, legal procedures, and testimony. Space nursing explores how nurses can contribute to healthcare teams in space stations.
This document discusses the importance of training and education for healthcare workers. It notes that training prepares workers for real-life situations while education provides the necessary medical knowledge. Competency is improved through comparing performance and increasing skills. Organizations can track training effectiveness through key performance indicators and progress towards goals. The conclusion advocates for developing training programs and encouraging further education to provide quality patient care and organizational success.
The document discusses continuing nursing education. It defines continuing education as systematic learning experiences designed to enlarge nurses' knowledge and skills. Continuing education is needed to ensure safe patient care, update knowledge, and support career advancement. It describes various principles of continuing education, including determining learning needs, developing programs to meet needs, and evaluating results. The document also outlines different methods used for continuing education, such as short courses, conferences, and self-directed learning.
Continuing education for nurses provides several key benefits. It offers career stability through obtaining the proper credentials that make nurses valuable employees. It also increases nurses' knowledge through more intensive education on treatments, medications, and techniques. This enhanced knowledge allows nurses to take on new job opportunities, including specialty careers and research roles, and potentially earn a higher salary from employers that prefer candidates with higher degrees. Overall, continuing education improves nurses' employment prospects and stability through obtaining licenses and degrees.
Effect of Clinical Supervision Program for Head Nurses on Quality Nursing Care iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
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.
This document discusses training and development at AMRI hospitals. It provides background on AMRI's history and describes the various departments involved in training. The importance of training is discussed in developing employee skills and morale, increasing productivity and quality, and reducing costs. Training objectives for the organization include maintaining competency, updating skills, and preparing for emergencies. Individuals benefit from training through increased flexibility, satisfaction, knowledge and efficiency. The methodology section indicates that research included interviews and surveys to collect information on AMRI's training processes and needs.
This document discusses continuing nursing education. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, research, or theory development for improving public health. It emphasizes that continuing education is a lifelong process that does not only take place in formal classroom settings. The document then covers various topics related to continuing nursing education including its philosophy, need, features, program planning, roles of teachers and learners, evaluation, organization, research, and setting research into practice.
The document discusses continuing professional development (CPD) for nurses. It defines CPD as an ongoing process to maintain and improve knowledge and skills throughout a nurse's career. The objectives of CPD are to keep nurses updated in their field and increase their abilities. CPD is important to provide safe, effective patient care and meet changing needs. It benefits both individual nurses through career advancement and organizations by maximizing staff potential. The document outlines various methods of CPD including work-based learning, professional activities, formal education, self-directed learning, and overcoming potential barriers.
This document outlines guidelines and procedures for implementing a Continuing Professional Education (CPE) program for librarians in the Philippines. It discusses the legal basis for CPE as well as definitions, objectives, and criteria. It establishes a CPE Council to oversee the program and approves various CPE activities, providers, and credit units. Procedures are outlined for accrediting CPE providers and programs to ensure quality and relevance for enhancing librarians' competence. The goal is to keep librarians up to date on advances in the profession through lifelong learning.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
The document outlines the final presentation for a student project to design a solar powered air conditioning system for vehicles. It includes sections on the objective, team member responsibilities, design requirements, electrical components, construction process, data collection, budget, and future plans. The objective is to independently cool a vehicle's cabin using solar power while the engine is disengaged. Team members are responsible for construction, electrical systems, data analysis, and budgeting. The design must be renewable, lightweight, cost-effective, and meet other requirements.
Tania Das is a business analyst with over 2.5 years of experience in roles such as business development, presales, and business analysis. She holds an MBA degree and seeks a rewarding position utilizing her skills in business analysis, requirements gathering, and communicating complex technical information to stakeholders. Her expertise includes identifying and documenting business requirements, designing business processes, and coordinating across business and IT teams.
This document discusses staff development and welfare in hospital and community nursing management. It defines staff development as programs designed to motivate, train, and educate learners to improve their knowledge, skills, and attitudes. The objectives of staff development programs are to improve staff performance and quality of care, provide knowledge updates, support evidence-based research, create a supportive work environment, and evenly distribute workloads. Staff development includes orientation, continuing education, in-service training, job counseling, and formal training programs. It also discusses the need for staff development to establish competence, satisfy interests, develop new skills, and increase productivity. The role of head nurses in staff development and factors relating to staff welfare like working hours, leaves, attendance at courses,
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.
This document discusses staff development and welfare in healthcare organizations. It defines staff development as a process aimed at personal and professional growth of employees through orientation, education, and training. The objectives of staff development programs are to improve employee performance, update knowledge, encourage research, create a positive work environment, recognize good work, and promote professional development and equality. Various methods of staff development discussed include induction training, job orientation, in-service education, and continuing education. The document also outlines recommendations to improve staff welfare, such as reasonable working hours, leave benefits, healthcare, savings plans, and allowances.
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Sushil Kumar Singh is seeking a position that utilizes his 11 years of experience in HR, compliance, personnel, and general administration. He currently works as an Assistant Manager of HR & Compliance and has previously held managerial HR roles. He has extensive experience with recruitment, performance management, statutory compliance, training and development, and general administration. Sushil Kumar Singh holds qualifications in personnel management, industrial relations, HR, and computer programming.
This document outlines standards for improving patient and client experience in health and social care. It identifies five key standards: respect, attitude, behaviour, communication, and privacy/dignity. Stakeholder groups provided input in developing these standards. Organizations are encouraged to monitor performance against the standards and continuously improve the patient experience through activities like policy development and staff training. The overall goal is to ensure patients feel respected, cared for, and involved in their treatment.
Innovation of nursing - Define Role of Nurse, Implications use PPT in Educati...sonal patel
Innovation in nursing education involves the application of educational technology, telenursing, e-nursing, nursing informatics, forensic nursing, and space nursing. Educational technology applies science to meet educational needs and includes curriculum reforms, new methods, and evaluation. Telenursing uses telecommunication devices to provide nursing care from a distance. E-nursing digitizes patient administration, staff scheduling, assessments, and billing. Nursing informatics integrates nursing science, computer science, and information science to manage healthcare data. Forensic nursing specializes in evidence collection, legal procedures, and testimony. Space nursing explores how nurses can contribute to healthcare teams in space stations.
This document discusses the importance of training and education for healthcare workers. It notes that training prepares workers for real-life situations while education provides the necessary medical knowledge. Competency is improved through comparing performance and increasing skills. Organizations can track training effectiveness through key performance indicators and progress towards goals. The conclusion advocates for developing training programs and encouraging further education to provide quality patient care and organizational success.
The document discusses continuing nursing education. It defines continuing education as systematic learning experiences designed to enlarge nurses' knowledge and skills. Continuing education is needed to ensure safe patient care, update knowledge, and support career advancement. It describes various principles of continuing education, including determining learning needs, developing programs to meet needs, and evaluating results. The document also outlines different methods used for continuing education, such as short courses, conferences, and self-directed learning.
Continuing education for nurses provides several key benefits. It offers career stability through obtaining the proper credentials that make nurses valuable employees. It also increases nurses' knowledge through more intensive education on treatments, medications, and techniques. This enhanced knowledge allows nurses to take on new job opportunities, including specialty careers and research roles, and potentially earn a higher salary from employers that prefer candidates with higher degrees. Overall, continuing education improves nurses' employment prospects and stability through obtaining licenses and degrees.
Effect of Clinical Supervision Program for Head Nurses on Quality Nursing Care iosrjce
IOSR Journal of Nursing and health Science is ambitious to disseminate information and experience in education, practice and investigation between medicine, nursing and all the sciences involved in health care.
Nursing & Health Sciences focuses on the international exchange of knowledge in nursing and health sciences. The journal publishes peer-reviewed papers on original research, education and clinical practice.
By encouraging scholars from around the world to share their knowledge and expertise, the journal aims to provide the reader with a deeper understanding of the lived experience of nursing and health sciences and the opportunity to enrich their own area of practice
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
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.
This document discusses training and development at AMRI hospitals. It provides background on AMRI's history and describes the various departments involved in training. The importance of training is discussed in developing employee skills and morale, increasing productivity and quality, and reducing costs. Training objectives for the organization include maintaining competency, updating skills, and preparing for emergencies. Individuals benefit from training through increased flexibility, satisfaction, knowledge and efficiency. The methodology section indicates that research included interviews and surveys to collect information on AMRI's training processes and needs.
This document discusses continuing nursing education. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, research, or theory development for improving public health. It emphasizes that continuing education is a lifelong process that does not only take place in formal classroom settings. The document then covers various topics related to continuing nursing education including its philosophy, need, features, program planning, roles of teachers and learners, evaluation, organization, research, and setting research into practice.
The document discusses continuing professional development (CPD) for nurses. It defines CPD as an ongoing process to maintain and improve knowledge and skills throughout a nurse's career. The objectives of CPD are to keep nurses updated in their field and increase their abilities. CPD is important to provide safe, effective patient care and meet changing needs. It benefits both individual nurses through career advancement and organizations by maximizing staff potential. The document outlines various methods of CPD including work-based learning, professional activities, formal education, self-directed learning, and overcoming potential barriers.
This document outlines guidelines and procedures for implementing a Continuing Professional Education (CPE) program for librarians in the Philippines. It discusses the legal basis for CPE as well as definitions, objectives, and criteria. It establishes a CPE Council to oversee the program and approves various CPE activities, providers, and credit units. Procedures are outlined for accrediting CPE providers and programs to ensure quality and relevance for enhancing librarians' competence. The goal is to keep librarians up to date on advances in the profession through lifelong learning.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
The document outlines the final presentation for a student project to design a solar powered air conditioning system for vehicles. It includes sections on the objective, team member responsibilities, design requirements, electrical components, construction process, data collection, budget, and future plans. The objective is to independently cool a vehicle's cabin using solar power while the engine is disengaged. Team members are responsible for construction, electrical systems, data analysis, and budgeting. The design must be renewable, lightweight, cost-effective, and meet other requirements.
Tania Das is a business analyst with over 2.5 years of experience in roles such as business development, presales, and business analysis. She holds an MBA degree and seeks a rewarding position utilizing her skills in business analysis, requirements gathering, and communicating complex technical information to stakeholders. Her expertise includes identifying and documenting business requirements, designing business processes, and coordinating across business and IT teams.
This marketing campaign by Pizza Hut aims to position itself as the top choice for digital pizza orders. The target market is millennials, who are heavy social media and mobile users. The campaign will use various social media platforms like Facebook, Twitter, Snapchat, and Instagram to promote deals and discounts. Paid advertising will also be used on these channels as well as YouTube, Hulu, Pandora and Spotify. The goal is to drive more online and mobile orders to capture the two billion dollar digital ordering opportunity and reach 75% of orders online/mobile by the end of 2015.
1. The document discusses digital marketing strategies for Burger King in Vietnam, including creating buzz around the launch date through viral clips and photo contests on social media.
2. It recommends communicating the health benefits of Burger King's products through social media conversations and contests.
3. The final phase aims to boost traffic to stores by integrating activities like a "Burger Fest" contest across channels like Facebook, ads networks, and influencers.
This document summarizes the production process used to create a contents page in Photoshop. Key steps included:
1) Editing the background photo by making parts black to remove clutter and enhance the studio look, and increasing saturation and changing color balance.
2) Using the Eyedropper Tool to select a color from the background for top color bands, though the color was later changed.
3) Placing elements like the front cover and boxes, adding borders, and using the Shape Tool to add a gradual faded pink box in the background.
4) Grouping layers by section for organization and ease of navigation in Photoshop.
The document discusses digital marketing and the role of social media. It defines digital marketing as using various digital channels like websites, email, mobile apps, and social media to promote brands. Social media plays a key role in digital marketing by allowing companies to engage with customers, get reviews and recommendations, and increase their online presence. The document then provides details on how to use major social media platforms like Facebook, Twitter, LinkedIn, and others for digital marketing purposes like promotions, reviews, networking and increasing brand awareness.
Does_My_Building_Envelope_Really_Need_a_RetrofitKyle Taylor
This document summarizes a study conducted on an existing single-family home in South Carolina to evaluate the impact of air sealing the building envelope on energy usage. The key points are:
- Initial blower door tests found the building envelope was relatively tight, but duct leakage contributed significantly to whole-house air infiltration.
- Air sealing areas around the building envelope had no measurable impact on whole-house air infiltration in post-retrofit tests.
- Analysis of energy bills before and after the retrofit showed no decrease in energy consumption, indicating the envelope modifications were ineffective at reducing energy usage.
- The results suggest that while the building envelope was relatively airtight, duct leakage was a more significant
A study was conducted of 607 women at a tertiary care hospital in Haryana, India to determine the prevalence of gestational diabetes mellitus (GDM) and associated risk factors. The results found that GDM was diagnosed in some of the women. Several risk factors were found to be associated with GDM based on initial analysis, including age, education level, socio-economic status, weight, and family history of conditions. However, after further analysis, only upper middle class status and presence of acanthosis nigricans remained significantly associated with increased risk of developing GDM.
Introducing The Strategy Academy- its process capabilities and its professio...RANJAN DAS
The Strategy Academy, since its inception in 2008, has been working single mindedly to facilitate development of future Managers, Leaders, Entrepreneurs, Innovators and Strategists, using the advancement of technology enabled education, and make available faculty conducted 100% LIVE education that can be accessed from ANYWHERE in the world on REAL-TIME, One2One and 2 Way Interactive basis at a very economical cost.
The Academy is a creation of Prof Ranjan Das, Professor of Strategic Management, Indian Institute of Management Calcutta [IIMC] And Founder Chairman and Chief Mentor, The Strategy Academy.
If you belong to one of the following 4 categories, the Academy is the right place to be in to achieve SUCCESS:
1. Individuals who are looking for SMART LEARNING SOLUTIONS that will help them acquire business and management skills RAPIDLY through attending LIVE classes conducted by faculty personally but [a] without using working hours or without discontinuing current job, business or studies, [b] without leaving their city/town where they stay and [c] without putting financial pressure on self/family while paying fees.
2.Individuals who wish to acquire business and management skills with specializations that most other business schools do not offer.
3. Individuals who wish to serve the Nation by starting and pursuing NEW ENTREPRENEURIAL VENTURES which are also their personal needs.
4.Business organizations looking for SMARTLY
DELIVERED and COST EFFECTIVE short and medium duration programs to build strategic, leadership and managerial capabilities of their management staff posted anywhere in India and the World.
Gane Data Ltd is a UK-based company established in 1995 that provides barcode, RFID, mobile computing, and point-of-sale solutions. It operates out of an 11,000 square foot facility in Leeds, England that includes offices, workshops, warehouses, and test houses. Gane Data partners with various technology providers to offer mobile computers, label printers, tablets, barcode scanners, and RFID solutions. It also provides services like device setup, integration support, asset management, and a help desk. The company has experience providing solutions for large projects like the 2012 London Olympics.
Der Begriff WebQuest steht für ein didaktisches Konzept, bei dem es um problemorientiertes, selbstständiges und kooperatives Lernen geht. Zentral für WebQuests sind möglichst authentische Ausgangssituationen. Es geht es nicht vorrangig um Internetkompetenz, die Nutzung des Internets spielt für die Umsetzung des Konzepts jedoch eine zentrale Rolle.
Este documento proporciona información sobre el calendario de admisiones, inscripciones y pagos para el programa de psicología de la UANL para el semestre de agosto a diciembre de 2009. Incluye fechas para el registro de aspirantes, toma de fotografías, exámenes de admisión y publicación de resultados. También detalla los costos de inscripción, cuotas internas y materias para estudiantes de nuevo ingreso, reincorporación y posgrado.
O documento fornece instruções sobre como usar a ferramenta Toondoo para criar histórias em quadrinhos, tirinhas e cartoons online. Explica os passos de registro no site, criação de conteúdo e publicação das obras em redes sociais e blogs.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Día escolar de la paz y la no violencia 2012Ortigal
El documento describe un día escolar típico de una niña llamada Marta y su hermano pequeño Lucas en la escuela primaria C.E.I.P. El Ortigal. Marta se levanta, desayuna y va a la escuela con Lucas, donde pasan el día aprendiendo y jugando hasta la hora de volver a casa.
El documento describe las ofrendas tradicionales que se preparan para los difuntos el Día de Todos los Santos, incluyendo chicha, mutos, maicillos, biscochuelos y galletas. Explica que diferentes panes tienen formas simbólicas como llama, escalera, perro o sol para guiar al difunto. También describe cómo se arma una mesa con las ofrendas y cómo la familia ora y visita las tumbas en el cementerio, dejando flores.
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.
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.
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.
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 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 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.
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.
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.
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.
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.
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.
Staff development programmes aim to provide ongoing training and education for employees to improve their knowledge, skills, and attitudes. The document discusses the need for staff development to help personnel keep up with changes in their field. It defines key terms like in-service education and continuing education. The philosophy of staff development is to promote high quality care through the continuous development of personnel. Various approaches, types, and methods of staff development are described, including induction training, job orientation, in-service education, and continuing education.
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.
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 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.
The document discusses continuing nursing education and the process of planning and delivering educational activities and programs for nurses. It describes the core components of needs assessment, planning, implementation, and evaluation. It also discusses topics like developing measurable learning objectives, selecting appropriate teaching strategies, awarding contact hours, and tools for evaluation. The final sentences discuss the potential future consideration of pursuing accreditation from the American Nurses Credentialing Center to demonstrate excellence in continuing nursing education.
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.
1. Transcript of "Staff development programme"
1. 1. STAFFDEVELOPMENT PROGRAMME Ms. Kuldeep Kaur M.Sc Nursing 2nd year
2. 2. Introduction• Staff development is the process directed towards the personal and
professional growth of nurses and other personnel while they are employed by a health
care agency.• Staff development refers to all training and education provided by an
employee to improve the occupational and personal knowledge, skills and attitudes of
vested employees.
3. 3. DefinitionStaff development refers to theprocesses, programs and activitiesthrough
which every organizationdevelops, enhances and improvesthe skills, competencies
andoverall performance of itsemployees and workers.
4. 4. • A process consisting of orientation, in-service education and continuing education for
the people of promoting the development of personnel within any employment setting,
consistent with the goals and responsibilities of the employment.( ANA)
5. 5. Need for staff development:-• Social change and scientific advancement•
Advancement in the field of science like medical science and technology.• To provide the
opportunity for nurses to continually acquire and implement the knowledge, skills,
attitudes, ideals and valued essentials for the maintenance of high quality of nursing care:
– As part of an individuals long-term career growth. – To add or improve skills needed in
the short term
6. 6. – Being necessary to fill gap in the past performance– To change or correct long-held
attitudes of employee– Need to increase the productivity and quality of the work.– To
motivate employees and to promote employee loyalty– Fast growing organizations.
7. 7. Goals• Assist each employee (nurse) to improve performance in his/her position.•
Assist each employee (nurse) to acquire personal and professional abilities that maximize
the possibility of career advancement.
8. 8. Objectives• To increase employee productivity.• To ensure safe and effective patient
care by nurses.• To ensure satisfactory job performance by personnel.
9. 9. • To orient the personnel to care objectives, job duties, personnel policies, and agency
regulations.• To help employees cope with new practice role.• To help nurses to close the
gap between present abilities and the scientific basis for nursing practice that is
broadening through research.
10. 10. Steps of staff development program:-• Assess the educational needs of all staff
members• Set priority• Develop general objectives for the staff development program•
Determine the resources needed to reach the desired objectives• Develop a master
calendar for an entire year• Develop and maintain staff development record system•
Establish files on major educational topics• Regularly evaluate the staff development
program
11. 11. Resources:-• Public libraries,• Audiovisual program in addition to many books and
computers, research activities and speakers to community groups.• Schools and
universities• Association Health and inter service agency• Other nursing homes• Ones
own staff
12. 12. Types of staff development:-Induction Job In-service training orientation education
Training for Continuing special education function
13. 13. Induction training:-• It is a brief, standardised indoctrination to an agency’s
philosophy, purpose, policies and regulations given to each worker during her or his first
2. 2 or 3 days of employment in order to ensure his or her identification with agency’s
philosophy, goals and norms.
14. 14. Need of induction training:-• Increased retention of newly hire employees,• Improved
employee morale and Increased productivity.
15. 15. Steps in induction:- 2. Introduction to 1. Tour of the other faculities employees,
superiors and subordinates.3. Description of 4. Departmental organizational visit
functions. 5. Orientation to 6. Administrationphilosophy goals and policies and objectives
procedures
16. 16. Job orientation:-• It is an individualised training programme intended to acquaint a
newly hired employee with job responsibilities work place, clients and co-workers.• The
process of creating awareness with an individual of his/her roles, responsibilities and
relationships in the new work situation.
17. 17. Components :-• A new employee to his or her job setting so that he / she is aware of
his/ her job responsibility and expectation.• Present employee to the job responsibilities
of his/ her expanded/ enriched role.• The old employees to the policy changes.
18. 18. Types of orientation:- General orientation Specific orientation
19. 19. Importance of orientation programme• Provides essential, relevant and necessary
information• Helps employee to gain confidence,• Lessen the time for the employee to
learn about new situations related to his/her job setting.
20. 20. • Helps the new employee to develop a sense of Passing of incorrect information by
old Learning by trail and errorbelonging• Eliminates : Help new employee in solving
initial Apprehension Mistakes and confusion Reduces misinterpretationemployees
and peers. problems and adjust the new Acquaints her with personnel services
readilysituation/environment, with in the institution/community
21. 21. Content of an orientation programme:- The organisation and its environment Policies,
rules and regulation Personnel Services Functions to be undertaken
22. 22. In-service education:-Definition:-• In-service education is a planned learning
experience provided by the employing agency for employees.• In service education is a
planned educational experience provided in the job setting and closely identified with
services in order to help person perform more effectively as a person and as a worker.
23. 23. Concept of in-service education:-• Closely identified with services• Help a person’s to
improve performance effectively• Planned education activities• Provided in a job setting
24. 24. Need:-• Social changes and scientific advancement• Changes and advancement in the
field of service• Increased the demand of nursing services.• Consumer demand quality
care
25. 25. • Rapid changes in medical and nursing practice create a need for in service
education. Increase number of the people seeking health care as the population enlarges
makes it necessary for the nurses to function at her highest potential as quickly as
possible.• As health care delivery system become more complex, the need for continues
skill training also increased.
26. 26. Aims:-• Improvement of client through upgrading the services rendered with
scientific principles.• To keep in face in changing society to their needs.• Acquisition of
new knowledge• Improvement of performance• To develop specific skills required for
practice.
3. 27. 27. • To develop right concept of client care.• To maintain high standards of nursing• To
observe and bring change in staff members chances for promotion• It reduces turnover,
absenteeism.• To discover potentialities, to alert personnel in working environment.
28. 28. Types:-• Centralized in-service training- In nursing service department , one
department will held responsibility for improvement of knowledge, skills, practice of
their nursing staff. They will devote full time for in- service activities.
29. 29. • Decentralized in-service education-this is planned for staff members who work
together, giving care for clients with similar conditions and share similar goals.
30. 30. • Combined in-service approach-In this, the higher nursing authorities and all staff
development occurs in proposed programme of education. They plan, conduct and
evaluate the programme and further plan their programme basing on the need arises.
31. 31. Steps in in-service education:-• Assessment: Pinpoint needs, prioritize needs, set
training objectives, and develop criteria• Implementation: Climatic check, actual
conduction of training with ongoing monitoring
32. 32. • Evaluation: Establishment of criteria, pre test to the participants, post test following
completion of the training or program. Observation on transfer of learning to the job,
follow up studies for assessment of extent of retention of learning.
33. 33. Continuing education:-• “Continuing education is all the learning activities that occur
after an individual has completed his/her basic education.” (COOPER)• “The education
which builds on previous education.” (SHANON)
34. 34. Need for continuing education:-• To ensure safe and effective nursing care as nurses
need to keep abreast with interest, knowledge and technical advances.• To meet the needs
of population.• To develop the nurses’ by updating their knowledge and prepare them for
specialization.
35. 35. • For career advancement.• With the advancement of technology, new role change
takes place and to play those roles, education is required.• To acquire special skills.• Due
to shortage of nurses (because their movement to abroad, more hospital and training
college), more knowledgeable person is required.
36. 36. Functions of continuing education:-• To meet the health needs and public
expectations.• To develop the practicing abilities of the nurse.• To recognize gaps in
knowledge.• To test abilities of participants to do formal academic study.
37. 37. • To improve the communication between the participants, faculty, community and
health sector.• To shape or support university educational policies and practices.• To
ensure the quality of education.• To grant the budget for extension studies.• To maintain
the academic standards.• To provide opportunities for educational growth.
38. 38. • To maintain the roles as bed side nurses and to assume more supervisor,
administrative, to specialize and to generalize the practice.• To provide and prepare
faculty who see continuing nursing education as a personal responsibility.• To provide a
variety of continuing nursing education opportunities of high quality to nurses in both
education and service changes.
39. 39. Training for specific function :-Definition:-• This is concerned with developing
expert technical or manual skills, communication and helps the personnel to perform their
functions effectively.
40. 40. Objectives:• To help the nursing personnel to perform correct methods and
procedures with understanding.• Establishing standards and quality of nursing services.•
Procedure to skill nurses to skilled nurses.
4. 41. 41. Types of skills:- Psychomotor skill Cognitive skill Teaching skills Affective skill
Communication skill Supervisory skills
42. 42. Need for skill training:-• Individual nurse needed to have greater freedom to choose
the specific field of nursing in which she would work.• Good work to be recognized and
reward.• A venues of advancement and promotion need to be better development• Fear of
making mistakes
43. 43. Standards of staffdevelopmentprogramme (ANA)
44. 44. Standard 1 – Organization and Administration• The nursing service department and
the nursing staff development unit philosophy, purpose and goals address the staff
development needs of nursing personnel.
45. 45. Standard II – Human Resources• Qualified administrative, educational and support
personnel are provided to meet the learning and developmental needs by nursing services
personnel.
46. 46. Standards III – Learner• Nursing staff development educators assist nursing personnel
in identifying their learning needs and planning learning activities to meet those needs.
47. 47. Standard IV – Program Planning• Provides the unit systematically, plans and evaluate
the overall nursing staff development program in response to health care needs.
48. 48. Standard V – Educational Design• Educational offering and learning experience are
designed through the use of educational process and incorporate adult education and
learning principles.
49. 49. Standard VI – Material Resources And Facilities• Material sources and facilities are
adequate to achieve the goals and implement the functions of the overall nursing staff
development unit.
50. 50. Standard VII – Records And Reports• The nursing staff development unit establishes
and maintains a record keeping and report system
51. 51. Standard VIII – Evaluation• Evaluation is an integral ongoing and systematic process,
which includes measuring the impact on the learning
52. 52. Standard IX – Consultation• Nursing staff development educators use the
consultation process to facilitate and enhance achievement of individual, departmental
and organizational goals.
53. 53. Standard X – Climate• Nursing staff development educators foster a climate which
promotes open communication, learning and professional growth.
54. 54. Standard XI – Systematic Enquiring• Nursing staff development educators encourage
systematic inquiry and applications of the results into nursing practice.
55. 55. Potential difficulties in staff development & training activities:-• Lack of time•
Inadequate resources at disposal• Under-funded training budgets• Conflicting priorities•
Lack of Clarity about what should be done
56. 56. • Failure to identify, or accept the need.• Shortfall in training skill or experience• Fear
that trained employee will leave the organization or will be poached by competitor.•
Cynical attitude to Staff development- Not directly measurable. Treated as Cost not
investment.
57. 57. Methods of delivering staffdevelopment programme:- Induction Physical tour of the
faculities Group discussion Seminar Hand book and pamphlet
58. 58. Job orientation Orientation Seminar DiscussionHand out or book and pamphlets
59. 59. In-service education Orientation Skill trainingContinuing education Leadership
training
5. 60. 60. Continuing education Lecture Demonstration Seminar Journal club Book
reviewCorrespondence course Formal course Clinical research
61. 61. Training for skill Demonstration DiscussionRole-play method.
1. SEMINARON STAFFDEVELOPMENTPRESENTEDBY MS BINSY CHERIAN MSC(N)IIYRRVS CON
6. 2. 2. INTRODUCTION Staff developmentisthe processdirectedtowardsthe personaland
professionalgrowthof nursesandotherpersonnel whiletheyare ina healthcare agency.In
1928, Pfefferkorndiscussedthe issuesrelatedtothe improvement of nursingservice.In1979,
the processof staff development:componentof change abook of TobinYodermade a major
contribution.
3. 3. In1976, the council of continuingeducationinnursingpublishedapamphlettitled
guidelinesforstaff development guidedbyDorothyCoye.Hence regulatorybodiesbeganto
recognize the needof anorganizedstaff developmental activitiessuchasorientationand in
service education.National nursingstaff developmentorganization(NNSDO) wasformedforthe
provisionof uniformstandards
4. 4. DEFINITIONSOFSTAFFDEVELOPMENTPROGRAMMEAccordingto KarenJ Kelly,“Staff
developmentprogramme isa processthat includesbothformal andinformal activitieswhich
are relatedtothe employeesrole expectationwithinorganizations”.AccordingtoAmerican
NursesAssociation“Staff developmentprogramme isatermthat includesbothformal and
informal learning,opportunitiestoassistindividualstoperformcompetentlyinthe fulfillmentof
role expectationswithinanagency”.
5. 5. NEED1. Societal change andscientificadvancement.2.Provisionof opportunityfornursesto
continuallyacquire andimplementformaintenance of highqualityof nursingcare.3.Asa part
of individualslongtermcareergrowth.4.To addor the knowledge,skills,attitude,idealsand
valuedessentialsimproveskills.5.Fill the gapinthe past performance.6.Change orcorrectlong
heldattitudesof the employee.7.Tomove aheadandkeepupthe change.8.Fast changing
technologies.9.Needtoincrease productivityandqualityof work.10.Tomotivate employees
and promote employee loyalty..11.Fastgrowingorganization.
6. 6. OBJECTIVESTo improve productivityandtoassistthe nursesto improve herperformance.
Assisteachemployeetoacquire personal and professional abilities.Toensure safe and
effectivepatientcare bynurses. Toensure jobsatisfaction.Tohelpemployee cope withnew
practice.
7. 7. SDP MODEL POST BASICNURSINGNURSINGEDUCATION PRACTICE•CONTINUING
EDUCATION EXPERIENCEEDUCATION OTHER REAL LIFE •INSERVICEEXPERIENCEEDUCATION
•EXTRA MURAL EDUCATION SOCIOECOMICSCOUNSELLINGMANPOWERCAREER PLANNING
PLANNINGPERFORMANCEEVALUATION EMPLOYEE- EMPLOYER RELATIONS
8. 8. STAFF DEVELOPMENTPROGRAMME,HEALTH CAREORGANIZATION MODELThe staff
developmentprogramme,withinahealth care agencywill provideaframeworkasfollows:
9. 9. ◦ SocioEconomics.i.Manpowerplanning Recruitment. Selection Placementii.
Counselling: Performance evaluation. Careerplanning. Promotion.iii.Employee- employer
relation Personal politicsandpractices. Healthservices. Labourrelations
10. 10. ◦ Experience i.Nursingpractice Directpatientcare.◦Approachof independentpatient
care assignmentorteamapproach. Indirectpatientcare:◦ Supervision,administration,
teachingandresearch.ii.Otherreal life experiences◦colleague interaction.◦voluntaryactivities
to healthcare.◦ Professional associationandparticipants.◦Personal life.
11. 11. Continuingeducation◦Education In service◦Orientation◦Skills,attitudeandknowledge
pertinenttonursingpractice withinhealthcare team. Postgraduate education◦Extramural
education. Educationaftergraduationorthe basiceducation.
12. 12. FUNCTION ANDROLE OF A SD PERSONNELROLE OF A MANAGER◦ Appliesadultlearning
principleswhenhelpingthe employeeslearnnew skillsorinformation.◦Coachesemployees
readilyregardingknowledge andskilldeficits.◦Activelyseeksoutteachingopportunities.◦Uses
7. teachingtechniquesthatempowersstaffs.◦Issensitive tothe learningdeficitof staffsand
creativelyminimizesthese deficits.◦Frequentlyassessthe learningneedsof the units.
13. 13. Works withreductiondepartmentFUNCTION OFTHEMANAGER to delineateshared
individual Ensure thatthere are adequateresponsibility. Assuresresponsibilityfor
qualitystaffsforstaff development.andfiscal control of staff Makesappropriate
decisionsdevelopmentactivity.regardingeducationalresource allocationinperiodsof fiscal
Ensure that all staff areconstraints. Provide inputinformulatingstaffcompetentof roles
assigned.developmentpolicies.
14. 14. FORTHE HEALTH AGENCYDeterminationof administrative structure of the staff
developmentprogramme.Determinationandestablishmentof organizational methods
policiesandproceduresof staff developmentprogramme.Determinationandestablishmentof
linesof communicationforthe utilizationof facilitiesandresource personalsforstaff
developmentprogramme.
15. 15. Developmentof measurableshortandlongtermobjectivesforstaff development
Planning,coordinationandutilizationofprogrammes.communityresourcestoassistin
meeting Promotion,development,implementationthese objectives.andevaluationof
programmestomeet Provisionof aconsultive serviceandathese objectives.resource for
informationrelative to staff development.
16. 16. TYPES OF STAFFDEVELOPMENT
17. 17. Continuingeducationisall the learningactivitiesCONTINUINGEDUCATIONDEFINITIONthat
occurs afteran individual hascompletedhisbasiceducation. - COOPER•Thateducationwhich
buildsonpreviouseducation - SHAMNON
18. 18. NEEDS To ensure safe andeffective nursing. Tomeetthe needsof society.updating
nursesknowledgeandprepare themforspecialization. ForcareeradvancementFornew
Professionalrolesare alteredassociety changesandnew technologyemerge developing
wise leadershipandcompetentpractioners Toacquire specializedskillsToprovide avarietyof
CNE inhighqualityandservice changes.
19. 19. TYPES OF CONTINUINGEDUCATION1.MandatorycontinuouseducationItiscompulsorywith
registrationlike the BScprogramme.2.Voluntarycontinuingeducation.Itoccursonlyif
individualnurse ismaturedtomake choice toacquire knowledge forscholasticreasons.
20. 20. 3. Formal educationplannedwithspecific&exclusiveaimswithinaninstitutionto
advance.(M.Scnursing)4.Informal educationcontinuingtolearnwhile practicing.Thiscan
attainedthroughin-service educationalprogrammes.
21. 21. STEPS IN CONTINUINGEDUCATION INSERVICETRAININGWORKSHOPSMANAGEMENT
SKILL& LEADERSHIPTRAININGORIENTATION TOTHE FACULTY
22. 22. IN SERVICE EDUCATION Introduction: partof continuingeducationthatiscarriedonwith
inthe workenvironment providedbythe employingorganizationtoenhance workers
knowledge,skills,attitudes aimstoimprove qualityof service.
23. 23. DEFINITION In-service education isdefinedaslearningexperiencesprovidedinthe workof
settingforthe purpose of assistingstaff inperformingtheirassignedfunctionsin that
particularagency.The educationgiventoa nurse while in- service forherprofessionalgrowthis
calledin-service education.
24. 24. AimTo provide betternursingcare topatientsbyimprovingthe ability& knowledge of
the staff.Main responsibilityof headnurse isprofessional growthof herstaff.Toimprove
performance &attitudes.Assume responsibilityforprovidingorientation,skill trainingandCE
for herstaff
8. 25. 25. PARTSON THE JOB ON GOINGEXECUTIVEORIENTATION TRAININGEDUCATION
DEVELOPMENTPartsof in-service education
26. 26. ORIENTATION Orientationconsistsof experiencesdesignedtohelpthe new worker
become proficientas soonas possible.Orientationprovidesforverbal presentationof
information,physical tours,time toexamine descriptive material ,reports&procedures&policy
manuals& introductionof personal tothe workof enterprisesingeneral &tothe department&
the unitparticular.
27. 27. Onthe jobtrainingItis a maintenance &simplifiednursingactsprogramme including
supervisedclinical practice thatprovidesauxillaryworkerssuchasnursesaides,nursing
assistantswiththe knowledge &skill Itismore economicalnecessarytodotheirjob.&
efficienttoprepare personnel centrally.
28. 28. ON GOING EDUCATION It is the mostimportantpart of a total in-service programme.It
helpstoanalyze:◦ Specificpointsinthe nursingcare of individual patients.◦Gapsin nursing
care are to be reported.◦Reportson one or more patientsadmittedin24 hrs.
29. 29. ◦ Importance of charting◦ New diagnostictest.◦Changesinnursingprocedure.◦Review the
procedureswhichare unfamiliar.
30. 30. Executive developmentTodevelopmanagementskillinthe nurseswhichhelpthemto
provide care including:1.Patienteducation2.Incidental teaching.
31. 31. AfterINDUCTION TRAININGIntroductionacandidate isfinallyselectedhe isissuedthe
appointmentletterandrequestedtojointhe organizationuptosome specific period.The
inductionfollowsthisstepandisconsideredtobe a part of hiringprocedure.
32. 32. DEFINITIONInductionmaybe definedasthe socializingprocessbywhichthe organization
goalsorobjectivesare absorbedbythe individualforthe achievementof the personal goals.
33. 33. AIMS OF INDUCTION TRAINING:◦To bringan agreementbetweenthe organizational goals
and the personal goalsof the person.◦ To buildthe new employeesconfidenceinorganization
and himself.◦To promote a feelingof belongingandloyaltytothe organization- itsstructure,
products,rulesandregulations.
34. 34. ◦ To give the newemployee the pictureaboutthe organization,toensure thatthe new
employeemaynothave false impressionregardingthe workplace.◦Togive the new entrantthe
idearegardingthe physical structure of the organization.◦Tofostera close relationshipbetween
the newand oldworkersandeventhe supervisors.
35. 35. ◦ To create a sense of securityforthe workersbyassuringhimthe ideathat fairnesstothe
workeristhe inherentpolicyinthe organization.◦Toavoidcostof replacingworkerswho
separate duringthe earlyimpressionperioddue tolackof accurate information.
36. 36. TRAININGFORSPECIFICFUNCTION Definition◦Thisisconcernedwithdevelopingexpert
technical ormanual skills,communicationsandhelpsthe personal toperformtheirfunctions
effectively.Objective ◦To helpthe nursingpersonal toperformcorrectmethodsand
procedureswithunderstanding.
37. 37. ◦ Establishingstandardsandqualityof nursingservices.◦Procedurestoskill nurse.
38. 38. Skill trainingAnabilitythathasbeenacquiredthrough training.Typesof Skills:◦
Psychomotorskills.◦Cognitive skills.◦Teachingskills.◦Affective skills.◦Communicative skills.◦
Supervisoryskills.
39. 39. NEED FOR SKILLTRAININGIndividualnurse neededtohave greaterfreedomtochoose
specificfieldof nursinginwhichshe should work.Goodworktobe recognizedand rewarded.
Avenuesof advancementsandpromotionneedforbetter development.Toavoidfearof
makingmistake.
9. 40. 40. GuidelinesSetthe stage usingequipmentsimilarto thatof the workerinworksituation.
Create ina workera learnerattitude.Give reasonswhyproceduresare carried outinthisway
inthisagency.Break the activitiesintological stepsnecessarytocarry outthe procedure.
41. 41. Demonstrate stepbystep.Make certainthat the personhaslearned byrequiringa
returndemonstration.Provide writtenoutlinesforreferences.
42. 42. STEPSOF SDP ASSESSNEEDS SET PRIORITYDEVELOPGENERAL OBJECTIVES
DETERMINE THE RESOURCES FEEDBACK DEVELOPMATER CALENDERDEVELOPAND
MAINTAIN RECORDS ESTABLISHFILES ON MAJOR TOPICSEVALUATE
43. 43. STANDARD1:ORGANIZATION ANDSTANDARDSOFSDP(ANA) ADMINISTRATION The
nursingservice departmentandthe staff developmentunit,philosophy,purpose,goalsaddress
the staff developmentneedsof the nursingpersonnelSTANDARD2:HUMAN RESOURCE
Qualifiedadministrative,educational andsupportpersonnel are providedtomeetthe learning
and the developmental needsbynursingpersonnel
44. 44. STANDARD4:PROGRAMPLANNINGProvidesthe unit, systematicplansandevaluatesthe
overall nursingstaffdevelopmentprogrammeinresponse tohealthcare needsSTANDARD
3:LEARNERNursingstaff developmentprogrammeassistnursingpersonnel inidentifyingthe
learningneedsandplanninglearningactivitiesto meetthose needsSTANDARD
5:EDUACTIONALDESIGNEducationandlearningexperience aredesignedthroughthe use of
theeducationalprocessandincorporateadulteducationandlearningprinciples
45. 45. STANDARD6:MATERIAL STANDARD7:RECORDS ANDREPORTSTheRESOURCESAND
FACLITIESMaterial sourcesandfacilitiesareadequatetoachieve the goalsandimplementthe
functionsof theoverallnursingstaff developmentnursingstaff developmentestablishesand
maintainsarecordsystemSTANDARD8:EVALUATIONEvaluationisanintegral ongoing
andsystematicprocess,whichincludesthe measurementof the impactoflearning
46. 46. STANDARD9: CONSULTATIONNursingstaff developmenteducatorsusetheconsultation
processto facilitate andenhancethe achievementofindividual,departmental STANDARD
10:CLIMATENursingstaff developmenteducatorsfostersaclimate whichpromote
opencommunication,andorganizational goalslearning andprofessional growthSTANDARD
11:SYSTEMATIC ENQUIRYNursingstaff developmenteducates,encouragessystematic
enquiryandthe applicationof the resultsintopractice
47. 47. BARRIERSOF STAFFDEVELOPMENT PROGRAMMELACK OFTIMEINADEQUATE RESOURCE AT
DISPOSALUNDERFUNDEDDAISCONFLICTINGPRIORITIESLACKOFCLARITYABOUT WHAT SHOULD
BE DONEFAILURE TO IDENTIFYOR ACCEPT THE NEEDTREATED ASCOST NOT
INVESTMENTCLINICALATITUDETO STAFFDEVELOPMENT NOTDIRECTLY
MEASURABLESHORTFALL IN TRAINIGSKILLFEARTHAT THE TRAINED EMPLOYEE WILL LEAVE
THEORGANIZATION ORWILL BE POACHEDBY THECOMPETITOR