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Results for “Staff Development”

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At least 343 records · Page 19Linked to original sources
PubMedDate not supplied

Staff development through international cooperation. The Kenya experience.

International cooperation in nursing enables nurses to share, exchange, and develop knowledge and experience, increase tolerance and sensitivity, expand horizons, make new friends, and contribute to the advancement of professionalism. International cooperation exists in many fields and is carried out through governments, international organizations, public and academic institutions, and professional associations. The authors were sent by the Center for International Cooperation of Israel's Ministry of Foreign Affairs to teach a course entitled "The Nurse Educator Role: Aspects in Nursing Education and Management." The learners were senior nurses in Kenyatta National Hospital, Nairobi, Kenya. The course was designed to meet two main objectives: (1) to emphasize the educational role as an essential dimension of the professional nursing practice, and (2) to expand the knowledge base and skills to enable participants to improve their function as educators.

Education, Nursing, Continuing↗
PubMedDate not supplied

Implications for staff development of perceived self-efficacy in nurses who changed to home care practice.

As reform activities continue to restructure health care, traditional roles of nurses are being reshaped and redefined. Many nurses displaced by organizational downsizing are seeking employment "outside of the hospital walls," including home care practice. Novice home care nurses may lack confidence in their ability to care for clients in the home. The purpose of this study was to examine the extent to which perceived self-efficacy is associated with job satisfaction in nurses who have recently changed from hospital-based practice to home care. Self-efficacy correlated significantly with job satisfaction. Nurses with high perceptions of self-efficacy tended to be more satisfied with their jobs. Using the theoretical framework of self-efficacy, educators can structure orientation programs to enhance the new nurse's perception of self-efficacy and, thereby, increase job satisfaction.

Adult↗
PubMedDate not supplied

Move to the head of the class: developing staff nurses as teachers.

Nurses, while clinical experts in their specific fields, rarely have an opportunity to learn and practice teaching skills needed in an educator role. Clinical experts experience anxiety when asked to make the transition from a clinical environment to the teaching role. This article describes a 4-hour program developed to train nurses to become teachers. Adult learning principles, learning styles, and curriculum development were included to demonstrate the skills necessary to help nurses become proficient teachers.

Attitude of Health Personnel↗
PubMed1977

Staff development.

Explore the source record for details and available documents.

Career Mobility↗
PubMed1989

Breast cancer workshop for nurses: innovative approach to staff development.

Breast cancer is a major health problem today. Mastectomy and adjuvant therapy are standard treatments available in most acute care hospitals. Nurses who care for mastectomy patients have primary responsibility for patient education. This article describes use of a breast cancer workshop to strengthen teaching capabilities of staff nurses. The workshop addresses facts regarding breast cancer and the educational needs of breast cancer patients. It also provides opportunity for nurses to develop patient education standards for patients who have had a mastectomy.

Breast Neoplasms↗
PubMedDate not supplied

Relationship of staff development activity to opinions about mental illness.

When 1971 and 1974 student psychiatric aides, staff psychiatric aides, and professionals at Topeka State Hospital in Kansas were given the five-factor Opinions about Mental Illness Scale as pre- and posttests, no significant differences were found in scores of the student aide groups. Significant differences, however, were found among 1974 student aides, staff aides, and professionals, with students scoring higher than professionals (p less than .05) on factors A-authoritarianism, D-social restrictiveness, and E-interpersonal etiology. Staff aides scored higher than professionals on factor B-benevolence, factor A-authoritarianism (p=.005), and factor D-social restrictiveness (p=.05). Implications for nursing are discussed.

Attitude of Health Personnel↗
PubMed1991

Faculty and staff development in dental education.

While five dental schools in the United States closed, and the total number of faculty shrunk from 3789 to 3335 in the last decade, the overall quality of faculty went up. This is because of a healthy turnover of staff; about half of the new faculty are recruited from advanced education programs, and present faculty members retire at a higher rate. Dental schools are in the midst of a revolution of health care delivery resulting from changes in disease patterns, in particular decreased caries prevalence in children, less edentulousness in adults, and increasing numbers of aging, medically compromised patients. These changes have an effect on faculty buildup and development, and there is a growing need for teachers who are more knowledgeable in medicine and better skilled in adult general dentistry. Clinical faculty will be trained in treating medically compromised patients and will be better acquainted with subjects such as oral medicine, medical emergencies, pain and anxiety control, pharmacology, anesthesia, and geriatric dentistry. Staff and faculty should also be qualified in management skills and cost effectiveness.

Administrative Personnel↗
PubMed1977

A collaborative model for university nursing education and agency staff development.

A model is proposed for the integration of the education of senior nursing students and staff at a mental hospital, maximizing utilization of time and resources. A pilot study employed small group techniques with faculty as facilitators and resource persons, with the dual purpose of increasing competence and reducing communication barriers. Four students and four nursing staff participated in weekly meetings, alternating supervision groups (2 groups, each composed of 1 faculty, 2 students and 2 staff) with discussion groups (2 faculty, 4 students and 4 staff). Evaluation tools used did not yield significant differences between pre- and post-tests. However, objective and subjective indices point to positive changes of attitudes between all unit staff and students, improved therapeutic skills of students and staff, both on individual and group level. Ongoing group meetings of patients run by students and staff resulted.

Clinical Competence↗