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PubMed1992

Developing health service staff.

Professional nurses frequently view continuing education and staff development narrowly, as in the form of an annual offsite seminar. Staff development is a year around, planned program, adequately funded and creatively administered. Development needs can be identified during annual performance appraisals and strategies to meet the needs written into a formal plan. These strategies might include a variety of educational and vocational opportunities within the organization and in the community. An effective development program should lead to more staff with a wider repertoire of skills and a new vision of their role and responsibility. The nurse manager should see these changes reflected in a more effective and efficient health service and in personal accolades from the organization.

Humans↗
PubMed1998

Asian and Pacific Islander American HIV community-based organizations: a nationwide survey.

A national survey was conducted to (a) ascertain the status of HIV prevention among community-based organizations targeting APIs in the United States, (b) define technical assistance needs among these organizations, and (c) determine their involvement in the HIV community planning process. Of the 80 surveys sent out, 49 (61%) completed responses were received. Filipinos, Chinese, Vietnamese, Cambodians, and multiracials were the subpopulations targeted the most often, and, not surprising, Tagalog, Cantonese, Mandarin, Vietnamese, Cambodian, Korean and Japanese were the Asian languages most widely in use. Gay men, bisexual men, and youth were targeted most frequently by HIV prevention efforts. Of all the largest ethnic subpopulations, Asian Indian is the only group with no community-based organization that exclusively targets them for HIV prevention. More than 95% of respondents reported conducting some type of evaluation; the size of the budget and organization often determined the evaluation strategies used. Program development, staff development, and program evaluation were the most frequently reported areas of technical assistance requested. A majority of the respondents (79%) reported being involved with the HIV prevention community planning process where APIs were represented on state/local community planning groups, they did not rate the performance of the community planning process highly. We recommend providing technical assistance in fund-raising, program evaluation, and participation in the HIV community planning process.

Asian↗
PubMed1998

Staff career development programs: the role of supervisors.

Today's health care institutions need employees who are knowledgeable, committed, competent, motivated, and flexible. New management styles, mission statements, and incentives have little impact on these essential characteristics if they are not supplemented with career development programs. This article provides an overview of career development programs and the elements necessary for successful applications of these programs, with an emphasis on the importance of mentoring.

Administrative Personnel↗
PubMedDate not supplied

Final report of the Bawnmore Personal Development Programme: staff attitudes and sexuality programme development in an Irish service organisation for people with mental handicap.

In this paper, issues on sexuality and mental handicap are reviewed, and recognition of the growing importance of sex education to integration is noted. The development of a sex education programme and staff training provided within a service organisation, with some involvement from other services within an Irish setting, are described, and their evaluation is reported. Attitudes towards involvement prove of particular interest, and factors influencing continuation or discontinuation are identified. The need for attitude change among staff and administration towards the priority given to sex education is highlighted, and a need for structural change in staffing arrangements to facilitate such education is indicated. Failure to recognise sexuality as a research issue in evaluating the success of integration efforts is noted, and such research is recommended as a top priority for the future.

Adult↗
PubMed1995

Implementation of a program model to develop specialty staff resource nurses in genetics.

A CNS program to develop staff resource nurses in the specialty area of genetics was implemented. The purpose of the program was to provide staff nurses with necessary knowledge and skills to improve identification of and services for clients with genetic conditions. Twenty-eight staff nurses completed the program, which consisted of a 2-day workshop, a 3-month preceptorship, and regularly scheduled continuing education meetings. Pre- and postworkshop test scores indicated a significant gain in nurses' knowledge of genetic concepts and resources. Resource nurses' interventions with genetic clients increased 3 and 6 months after the workshop. Staff nurse-to-CNS referral of genetic clients continued to increase 3 and 6 months after the workshop. The described program can be used as a model by CNSs in other settings and specialty areas.

Education, Nursing, Continuing↗
PubMedDate not supplied

Implementing a staff nurse development programme.

A project was undertaken to implement a staff nurse development programme that was transferable across the Black Country, and which would assure the development of a competent and confident practitioner. This consisted of a core set of competencies, supported by effective supervision, performance management and personal development planning.

Clinical Competence↗
PubMedDate not supplied

Creating an educational videotape.

Staff development and patient education coordinators are challenged to lead efforts to provide resources for patient education. One option to provide cost-effective, quality education is the use of videotapes. In this article, the authors identify six advantages of video instruction and detail the steps to create an educational videotape.

Education, Nursing, Continuing↗
PubMed2005

A clinical development unit in cardiology: the way forward.

The clinical development unit (CDU) has been recognized as an effective strategy to progress creativity and resourcefulness in nursing practice to improve patient outcomes. Clinical development units, through transformational leadership, promote staff development, the use of research evidence and dissemination of research findings through publication and presentations. The aim of this paper is to clearly articulate the processes (in particular, research and education initiatives) related to the development of staff that address issues in the everyday workplace and, accordingly, have been instrumental in the success of the creation of a CDU in cardiology. These units aim to achieve and promote excellence in an identifiable area of nursing using a systematic, transparent and defensible approach. A review of acute coronary syndrome informed the needs and direction of staff activities in the cardiology unit of a tertiary referral hospital. Through a collaborative staff approach, evidence was carefully examined to plan its appropriate adoption into the clinical area. Nursing practice and education resulting from this review was scheduled into staff career progression. These initiatives have been incorporated into staff development learning, enabling the integration of research into practice, which ultimately has a positive impact on patient outcomes.

Australia↗
PubMedDate not supplied

Development of educator competencies and the professional review process.

As staff development educators prepare themselves and their organizations for forthcoming healthcare challenges, educators influence the practice of staff development through the use of competencies. Because competencies and peer review are expectations for staff, educator competencies and educator professional review should be essential for those who train staff. Based upon the American Nurses Association Standards of Practice, National Nursing Staff Development Organization research, and Patricia Benner's work, competencies for educators reflect practice levels from novice to expert and challenge educators to attain levels of excellence in practice. Use of educator competencies includes the professional review process components of peer input, self-evaluation, and portfolio development. Portfolio development provides documentation of educator accomplishments for the organization. This approach to educator competencies serves as a strategy to position educators to meet healthcare demands and demonstrates leadership in the profession. The staff development educators at a large Midwestern health system have refined this process during the past 2 years, and their unique approach to educator competencies and professional review can benefit both individual educators and healthcare organizations now and in the future.

Education, Nursing, Continuing↗
PubMedDate not supplied

Professional development framework. Pathway to the future.

Staff development educators in a large midwestern university hospital developed a framework for professional development. The framework, applicable to all nurses, has four levels of professional development, from professional awareness to professional mastery. Within each developmental level five dimensions of nursing practice are identified: nursing process and practice skills, communication/collaboration, leadership, professional integration, and research/evaluation. This framework for professional development is reported and its potential use in the areas of planning, development and evaluation of staff development programs; restructure of a clinical ladder for nurses; and individual career development is discussed.

Communication↗
PubMed1998

Adapting living environments for persons with Alzheimer's disease.

Skilled nursing facilities, assisted living facilities, and specialized housing can be enhanced by incorporating dementia-oriented adaptations that better match the environment to the capabilities of individuals at different stages of dementia. Environmental adaptations can be made through architectural, interior, and landscape design specifications. New models of care for Alzheimer's disease are emerging all along the long-term care continuum. This trend has been accompanied by a gradual growth in the knowledge base about designing and delivering specialized dementia care. Three components of care are critical: (1) environmental design, (2) program development, and (3) staff development. Six different models of dementia care were identified based on an analysis of care attributes that represent the critical components of care. These models differed in terms of caregiver satisfaction and resident characteristics (ADL scores, cognition, stage of dementia, agitation, and antipsychotic drug use).

Alzheimer Disease↗
PubMed1998

Unit-based education: meeting the needs of staff nurses in the '90s.

Staff development is an integral component of nursing and plays a vital role in the development and maintenance of nursing competency. Currently, nursing staff development departments are facing reductions in size due to financial concerns of the institutions. These reductions in size result in decreased educational support available to each staff nurse at the unit level. This article will discuss the history of nursing staff development, as well as an innovative way to meet current educational needs of staff nurses.

Education, Nursing, Continuing↗