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PubMedDate not supplied

Evaluation of a 16-week critical care internship program using a Staff Development Program Effectiveness Evaluation Tool.

Today's healthcare environment has required innovative, cost-effective ideas for hospitals to recruit and retain nurses in critical care. A critical care internship is a viable option to meet the challenges encountered in educating nurses in today's complex critical care environment. This article provides a description of a Critical Care Internship Program and a method of analysis for utilization of resources, clinical outcomes, and fiscal responsibility using a Staff Development Program Effectiveness Evaluation Tool.

Attitude of Health Personnel↗
PubMedDate not supplied

The chaplain as staff development agent.

A project for the development of personal/professional skills in staff members of an alcoholism treatment team is described with particular emphasis on the chaplain's role as the project's initiator and leader.

Alcoholism↗
PubMedDate not supplied

Motivational orientations of urban- and rural-based RNs: implications for staff development educators.

Part of professional development is influencing RNs to return for an undergraduate degree, a challenge for the staff development educator. Expanding on earlier research using Boshier's Educational Participation Scale to reveal motivational orientations, the authors queried 5 groups of RNs who were enrolled in BSN education between 1990 and 1992 (N = 235) and living in rural and urban areas of Texas. There were no significant differences of overall motivational orientations, yet RN students living in rural areas scored higher in professional knowledge (P = 0.03) whereas urban-based RN students scored higher in compliance with authority (P = 0.02). Specific marketing and educational strategies are discussed.

Adult↗
PubMed2006

Views, behaviours and perceived staff development needs of doctors and surgeons regarding learners in outpatient clinics.

INTRODUCTION: The need to use outpatient clinics as a major learning environment in hospitals for students and doctors-in-training is clear. However, consultant supervisors perceive major barriers to this and continue to rely heavily on traditional inpatient learning. This quantitative study examines what approaches consultant supervisors employ in outpatient learning, together with what they perceive themselves to use and what they would value in further training. METHODS: We observed learning episodes for students and doctors-in-training in medical and surgical clinics. A questionnaire on outpatient teaching was also sent to consultant doctors and surgeons. This was based on these observations and focus groups with students and doctors-in-training. RESULTS: There was an overall survey response rate of 62% (194/311). The dominant forms of learning we observed were 'arms-length' supervision for doctors-in-training and 'modelling' for students. Only 7% of learning episodes involved a doctor-in-training doing something under direct supervision. In contrast to the observation results, consultants considered that students and doctors-in-training received a lot of direct supervision and interaction. For example, 45% considered that doctors-in-training 'may see patients with me in a joint consultation'. Only 30% of respondents would be interested in staff development in learning in outpatient clinics. CONCLUSIONS: Although consultants reported that they frequently used an active approach to learning in outpatient clinics, modelling was used predominantly for students and arms-length supervision was used for doctors-in-training.

Ambulatory Care↗
PubMed2005

Emotional responses of tutors and students in problem-based learning: lessons for staff development.

CONTEXT: Problem-based learning (PBL) is a method of teaching and learning that is used increasingly in medical and health care curricula worldwide. The literature on PBL is considerable and continues to develop. One important aspect of PBL is that students and tutors spend a lot of time together and this fosters an informal atmosphere that may encourage intimacy. The existing literature on PBL has not considered the emotional and psychological aspects of PBL nor the concomitant need for staff support and development. PURPOSE: We present a discussion paper considering the ways in which educationalists using or considering using PBL could be informed by the psychological and psychotherapeutic literature on groups and group dynamics, in particular the work of Wilfred Bion. We discuss how PBL tutorials may arouse emotional responses that could result in unconsidered behaviours that impede student learning. We argue that faculty and PBL tutors need to agree and remain alert to the primary task of the group. Faculty should develop professional standards for tutors to use as reference points to ensure the group stays on course and achieves its intended outcomes. CONCLUSION: We conclude that greater attention should be paid by educationalists and faculty to identifying possible tutor emotional responses as part of initial PBL tutor training and ongoing staff development. We offer vignettes that have been successfully used in training and staff development at a UK medical school to demonstrate the practical application of our theoretical discussion.

Curriculum↗
PubMedDate not supplied

Computer competencies identified for nursing staff development educators.

As part of a national study, eleven staff development/inservice educators identified, critiqued, and ranked present and future (1990) computer competencies needed by nurse educators teaching in basic and continuing education. Now, nursing staff development/inservice educators can compare their present level of knowledge of the technology to the important competencies ranked by their peers. Based on this assessment, continuing education strategies can be designed so the educator can be a responsive decision-maker regarding computer technology in the information-based health care delivery system.

Computer User Training↗
PubMedDate not supplied

Level of literacy in the nurses aide population. Baseline data for nursing staff development.

A study of literacy levels of the nurses aide population working in selected acute-care hospitals showed that a literacy deficit existed, described the type and degree of the deficit, and determined its prevalence according to selected demographic factors. Implications for staff development educators in roles of orientation, inservice, and continuing education are discussed for this population in regard to current changes in healthcare delivery patterns.

Acute Disease↗
PubMed1990

Staff development equated with organisational efficiency.

Post basic and continuing education and training courses have always been linked to the requirements of the organisation in which they are based. This article sets out to draw attention to the consequences of productivity expectations on these systems from NHS local management. It highlights the need for an increase in the provision of information from educators to managers to avoid a reductionist view which sees training as the cheapest and therefore the most effective staff development method.

Education, Nursing, Continuing↗
PubMedDate not supplied

Discharge planning. Implications for staff development educators.

Discharge planning is a patient right and is mandated by legislation, institutions that provide credentials, and professional organizations. This study was conducted to assess nurses' knowledge and perceptions of the roles and responsibilities in the discharge planning process. Findings of this study indicated a difference in knowledge of discharge planning between nurses who have earned an associate degree and nurses who have earned a bachelor's degree. Staff development educators may use this information to justify and develop educational programs concerning discharge planning.

Attitude of Health Personnel↗
PubMedDate not supplied

Fear of AIDS, homophobia, and occupational risk for HIV. A staff development challenge.

Nursing is committed to providing quality care; however, nursing practice has been challenged by patients with AIDS. In this pilot study, the authors investigated the relation among nurses' homophobia, fear AIDS, and occupational risk for contracting HIV. With their findings, they found that a positive attitude toward homosexuality, more clinical experience, and more experience with HIV patients contribute to a positive attitude toward AIDS. The authors recommend that staff development programs focus on the affective domain of nursing, universal precautions and infection control, and precepted experiences for new graduates.

Acquired Immunodeficiency Syndrome↗
PubMed1990

Model for integration of CNS with nursing management and staff development.

The contemporary health care environment is changing rapidly in response to complex economic factors and changes in patterns of care. Coupled with limited nursing resources, these changes challenge the nursing profession to critically evaluate the effectiveness and quality of care delivery, particularly that of advanced practitioners. This paper presents a model for the integration of Clinical Nurse Specialist (CNS) practice with that of the Clinical Nurse Manager (CNM) and Staff Development Instructor (SDI). The model demonstrates that, although the CNS, CNM, and SDI share the same role dimensions, the central focus of each role determines and differentiates its unique practice arena. The interelationship of dimensions within roles and the complementarity between roles result in significant, nonduplicative contributions to high-quality, cost-effective care by the CNS, as well as the CNM and SDI.

Education, Nursing, Continuing↗
PubMed1990

Teaching material. Ways to enhance visual aids in staff development programs.

Most nurse educators incorporate some kind of media into their teaching strategies. The widespread availability of professionally developed media resources, however, does not guarantee effectiveness. The ASSURE model was presented as one method of selecting these materials on the basis of their suitability for the subject, the adult learner, and the instructor in achieving the desired educational outcomes. Furthermore, it offers guidelines for modifying or designing materials to be used in settings where media resources may be limited. The ASSURE model can help staff development educators provide effective instruction by making the best use of available media through the use of systematic instructional design principles.

Audiovisual Aids↗