.

1. STAFF DEVELOPMENT PROGRAMME IN NURSING
Meaning
Staff development is the process directed towards the personal &
professional growth of the nurses and other personnel while they are employed by
a health care agency. Personal and Professional Development (CPPD) is the new
name for the Staff Development.
Definition:
Staff development includes all training and education undertaken by an
employer to improve the occupational and personal knowledge, skills, and attitudes
of employment. 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)
Needs 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 individual's long-term career growth.
 To add or improve skills needed in the short term
 Being necessary to fill gap in the past performance
 To change or correct long-held attitudes of employee

2.  To move ahead or keep up with change.
 Fast changing technologies
 Need to increase the productivity and quality of the work.
 To motivate employees and to promote employee loyalty
 Fast growing organizations.
Goals:
1. Assist each employee (nurse) to improve performance in his/her position.
2. Assist each employee (nurse) to acquire personal and professional abilities that
maximize the possibility of career advancement.
Objectives
 To increase employee productivity.
 To ensure safe and effective patient care by nurses.
 To ensure satisfactory job performance by personnel.
 To orient the personnel to care objectives, job duties, personnel policies,
and agency regulations.
 To help employees cope with new practice role.
 Help employees cope with new practice role.
 Help nurses to close the gap between present abilities and the scientific
basis for nursing practice that is broadening through research.
Function of Staff Development
Provide Educational activities for all nurses employed by the health care
agency directed towards change behavior related to role expectations.

3. It concerned with growth and development of personnel from their initial
contact with a healthcare agency until termination of service
Staff development program, health care organization model
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
Maintaining
Competency
Developing
competency
Assessing
Competency

4. 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
Administrative structure of a staff development program:
Administrative philosophy, policies & practices of health care agency.
 Policies, practices and standards of nursing & other health professionals.
 Human & material resources
 Physical facilities
 Financial resources
Centralization v/s Decentralization:
Qualification of Staff development
Role:
Applies adult learning principles when helping employees learn new skills
or information.
Coaches’ employees readily regarding knowledge and skill deficits. Actively
seeks out teaching opportunities.
Uses teaching techniques that empower staff.
Is sensitive to the learning deficits of the staff and creatively minimizes
these deficits.

5. Frequently assess learning needs of the unit.
Types of Staff Development:
 Induction Training.
 Job Orientation.
 In service education
 Continuing education
 Training for special function
Induction Training
Need of induction training
Increased retention of newly hire employees, Improved employee
morale and Increased productivity.
Steps in induction
1. Tour of facilities
2. Introduction to the other employees, superiors and subordinates.
3. Description of organizational functions.
4. Departmental visit
5. Orientation to philosophy goals and objectives
6. Administration policies and procedures
 Techniques used in induction
 Forms of induction
 Internship
 Preceptorship
 Mentorship

6. Job Orientation
“ A good beginning is half the battle!”
Meaning
The process of creating awareness with an individual of his/her roles,
responsibilities and relationships in the new work situation.
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.
Types of orientation
 General orientation
 Specific orientation
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.
 Helps the new employee to develop a sense of belonging
Eliminates
 Learning by trail and error

7.  Passing of incorrect information by old employees and peers.
 Reduces misinterpretation
 Mistakes and confusion
 Apprehension
 Help new employee in solving initial problems and adjust the new
situation/environment,
 Acquaints her with personnel services readily with in the
institution/community
CONTENT OF AN ORIENTATION PROGRAMME
 The origination and its environment
 Policies, rules and regulation
 Personnel
 Services
 Functions to be undertaken
In service education
Definition:
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.

8. Need
Social changes and scientific advancement Changes and advancement in the
field of service increased the demand of nursing services. Consumer demand
quality care 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.
Objective
 To provide for and promote the personal growth and development of the
workers
 To stimulate and develop occupational
Concept of in-
service education
Planned education
activities
Help a person’s to
improve performance
effectively
Provided in a job
setting
Closely identified
with services

9.  To proved for job satisfaction
 identifying and meeting current bearing needs
 To disseminate new information from body of nursing knowledge and health
science through verity of channels.
 To acquire up to date knowledge and to make confidence among the nurses.
 To retain experience personnel to foster there continue education.
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.
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

10. Continuing education
Definition
Continuing education is all the learning activities that occur after an
individual has completed his basic education - cooper
The education which builds a previous education is called continues education
–Shannon
Aims of continuing education
1.Improvement of professional practice
2.To motivate the staff to seek the latest knowledge
3.To keep the nurses with the latest development of technologies
4.It develops interest, job satisfaction and confidence
Purpose of continuing education
 Enable a worker to move from satisfactory to excellent performance
 Provides exposure to new concepts, procedural refinements, innovative
product applications, or acquisition of increased expertise
 Ensure professional development
 Increase ability in order to solve the problem in a clinical teaching/
administrative area.
 Improve the ability to communicate or participate in research work.
Need of continuing education
 To ensure safe and effective nursing care
 Changing health care delivery system,
 Development of nurses by updating their knowledge
 For career advancement

11.  Professional are altered as society changes and as technologies emerge
 To acquire specialized skill for professional.
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.
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.
Types of skills
 Psychomotor skill
 Cognitive skill
 Teaching skills
 Affective skill
 Communication skill
 Supervisory skills
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

12. Guidelines for skill training
1.Set the stage, using equipment similar to that provided for the worker in the work
situation.
2.Create in worker a learning attitude,
3.Give reasons why the procedure is carried out in this way in this agency;
4.Break the activities in to logical steps, necessary to carry out the
procedure.Demonstrate step by step.
5.Make certain that the person has learnt by requiring a return demonstration
6. Provide written out lines for references.
7. Arrange for follow up (supervision
Standards of staff development programme (ANA)
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.
Standard II – human resources
 Qualified administrative, educational and support personnel are provided to
meet the learning and developmental needs by nursing services personnel.
Standards III – learner
 Nursing staff development educators assist nursing personnel in identifying
their learning needs and planning learning activities to meet those needs.
Standard IV – program planning
 Provides the unit systematically, plans and evaluate the overall nursing staff
development program in response to health care needs.
Standard V – educational design

13.  Educational offering and learning experience are designed through the use of
educational process and incorporate adult education and learning principles.
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.
Standard VII – records and reports
 The nursing staff development unit establishes and maintains a record keeping
and report system
Standard VIII – evaluation
 Evaluation is an integral ongoing and systematic process, which includes
measuring the impact on the learning
Standard IX – consultation
 Nursing staff development educators use the consultation process to facilitate
and enhance achievement of individual, departmental and organizational goals.
Standard X – climate
 Nursing staff development educators foster a climate which promotes open
communication, learning and professional growth.
Standard XI – systematic enquiring
 Nursing staff development educators encourage systematic inquiry and
applications of the results into nursing practice.
Potential difficulties in staff development & training activities
 Lack of time
 Inadequate resources at disposal
 Under-funded training budgets
 Conflicting priorities

14.  Lack of Clarity about what should be done
 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.
METHODS OF DELIVERING SDP
INDUCTION JOB
ORIENTATION
IN-
SERVICE
CONTINUING
EDUCATION
TRAINING
FOR SKILL
 Physical tour
of the
facilities
 Group
discussion
Seminar
 Hand book
and pamphlet
Orientation
Seminar
Discussion
Hand out or
bookand
pamphlets
 Orientation
Skill
training
 Continuing
education
 Leadership
training
Lecture
Demonstration
Seminar
Debate
Journal club
Book review
Correspondence
course
Formal course
Clinical
research
 Demonstration
 Discussion
 Role-play
method.