Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Staff Development”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 55 records · Page 3Linked to original sources
PubMedDate not supplied

A model combining centralized and decentralized staff development.

Traditionally, most nursing staff development departments are either decentralized or centralized. This article presents the advantages and disadvantages of each of these organizational systems and describes a model used at the National Institutes of Health that combines elements of both. Strategies to control for the disadvantages are outlined. This organizational structure may enable staff development educators to better meet the educational needs of nurses in today's health care settings.

Hospitals, Teaching↗
PubMedDate not supplied

Successful implementation of an automated nurse-information system. Staff development's role.

Staff development's role in the selection and implementation of a computer system based on nursing standards of practice is described. The department's instructors successfully helped staff adapt to the change and understand the integrated, automated nurse-information system. The importance of having a teaching plan to provide consistency in training sessions is discussed.

Education, Nursing, Continuing↗
PubMedDate not supplied

Field-dependence/independence: considerations in staff development.

Clinical nurse preceptors, staff development specialists, and staff nurses are becoming more involved with the clinical learning experiences of new graduates, nursing school students, and the highly mobile, experienced nurse. Assessment of learning styles and the cognitive process is necessary for the implementation of successful orientation programs. Consideration of the bipolar learning style of field-dependence/independence can be useful for preceptors involved with teaching in the clinical setting. This article reviews the development of the concept of field-dependence/independence, identifies associated characteristics, and discusses assessment of learning style. Specific teaching strategies for both field-dependent and field-independent learners are discussed.

Cognition↗
PubMed2002

Staff development and long-term care of patients with dementia.

Staff development and training programs focusing on the care of patients with dementia is important in providing staff with the specialized knowledge and skills essential in the management of these patients. In this article, the nature of staff development is explored with an analysis of conceptual visions or definitions of staff development. Secondly, the Cervero (1985) framework for continuing professional education and behavioral change is used as a guide to describe the factors that influence the effectiveness of staff development (i.e., social system, individual learner characteristics, type or design of program). Next, the literature related to the outcomes of staff development programs is analyzed. In particular, do staff development programs lead to increased staff morale and job satisfaction and improved client care? An analysis of orientation and educational programs developed for staff working with patients with dementia in long-term care settings is conducted. Using aspects of the RSA evaluation model (Abruzzese, 1996), each program is examined in terms of its process, content, outcome, and impact, along with its feasibility in clinical settings. This critical analysis provides some direction for the development and evaluation of staff development programs in long-term care settings for those staff who work with patients with dementia.

Aged↗
PubMed1994

Evaluation: an important aspect of staff development service.

Evaluation is an important aspect of staff development service. However, it is frequently overlooked or superficially addressed in staff development quality management programs. This article emphasizes the importance of multilevel evaluation techniques to assure quality education and promote effective use of staff development resources. The author suggests the greatest impact in staff development evaluation lies in the ability to demonstrate transference of learning to the bedside.

Clinical Competence↗
PubMed1980

Laboratory staff development practices: a statewide study.

A statewide survey of staff development practices in New York State was completed to: 1) assess the current staff development practices for laboratory personnel in a variety of health care delivery settings; 2) determine the importance of selected laboratory practices to the professional growth of the laboratory staff; 3) make recommendations for staff development practices based on research findings. The study results are based on responses to a 1978 mail survey to laboratory staff employed in New York State. The most significant findings were that in over half of the laboratory settings surveyed three of six general types of laboratory staff development practices were nonexistent. Furthermore, regardless of size and/or type of laboratory setting, there were rare opportunities for staff development. The findings have implications for level of job satisfaction, level of professionalism, and even performance appraisal.

Humans↗
PubMedDate not supplied

Computer use in staff development. A national survey.

The Informatics Task Force of the National Nursing Staff Development Organization (NNSDO) conducted a national survey soliciting information about computer use in staff development. More than 600 members responded to the survey, suggesting that informatics and the issues surrounding nurses' use of computers are of concern to many staff development professionals. Responses from focus groups held at the National Nursing Staff Development Organization annual convention provided additional input. The results of the survey and discussion sessions have implications for preparing nurse educators for the specialty practice of staff development in the future.

Computer Communication Networks↗
PubMed1993

A survey of midwives' attitudes to, and involvement in, research: the first stage in identifying needs for a staff development programme.

Despite top-down directives in the UK to increase the research base of various of the paramedical professions, there is some evidence to suggest that there remains a serious shortfall in published research in these domains. Until this is increased, much clinical practice will continue to be founded on time-honoured tradition rather than on empirical evidence. Of special concern to the present study is the situation within midwifery. To investigate possible reasons for the limited research output in this area, a national questionnaire survey of 550 randomly selected midwives was undertaken. The questionnaire comprised sections on biographical/occupational details and research activities, together with a 13-item attitude-to research scale. The responses were analysed using techniques of descriptive and inferential statistics. The findings suggest that a major reason for the low overall publication rate was not a failure to undertake research in the first place, but instead, a reluctance to submit the findings for publication. This reluctance seemed to be a function of a prevailing diffidence amongst the majority of respondents. The findings are interpreted within a context of developing future staff training programmes.

Adult↗
PubMed1992

Computerized clinical simulations: a strategy for staff development in critical care.

BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

Adult↗
PubMedDate not supplied

The provision of staff development programs in adult day care centers.

BACKGROUND: Little is known about staff development activities in adult day care (ADC) programs. Therefore, this descriptive study was used to compare existing center programs with research- and practice-derived "model staff development program" for orientation, inservice education, and continuing education opportunities. METHOD: A multi-step mail survey design was used to study licensed adult day care programs in Virginia (n = 38). The design produced a 92% (n = 35) response rate among eligible respondents. RESULTS: Thirty-seven percent (n = 13) of the responding administrators described staff development activities that met the criteria for a model program. Despite limited financial support, Virginia centers are making an effort to provide comprehensive staff development opportunities for their staff. CONCLUSION: Centralized or regionalized programming may be two viable solutions for addressing unmet staff training issues for these community-based agencies. Moreover, because their staff tend to be interdisciplinary in nature, educational programming for an interdisciplinary audience will be in order.

Adult↗
PubMedDate not supplied

Peer coaching: the next step in staff development.

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

Attitude of Health Personnel↗
PubMedDate not supplied

Empathy training as the major thrust of a staff development program.

The purpose of the study was to develop a human-relations-modeled staff development program and obtain an objective measure of the level of empathy of registered nurses who practiced in an acute- and chronic-care hospital. The short-term human-relations-modeled staff development program was designed specifically to assist nurses who scored low in empathy to increase their abilities to perceive and respond with greater empathy. The study indicated that all nurses tested possessed an extremely low level of empathy, that the staff development program significantly raised their levels of empathy, but that more training was needed to enable all or the majority of subjects to reach at least the minimal facilitative level necessary to help another person successfully.

Adult↗