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1. User involvement in both care planning and staff development helped staff and residents at a community rehabilitation unit in terms of attitudes and care delivery. 2. Undertaking follow-up work shows progress in care management for staff and in social skills development for residents. 3. The results of this study provide clear indications of positive progress and identify a few areas where work still need to be done to improve care.
This article outlines the experiences of a staff development educator in preparing for an international staff development consultation. Sections on preparing for travel and for the actual consultation visit provide suggestions in each of these areas. The consultation is described in terms of work done before, during, and after the visit. This information will be helpful to staff development educators considering an international consultation.
States that finding an effective method for helping teams to make better use of time is critical to the delivery of the current policy agenda within the UK National Health Service (NHS). Details the introduction of a communication technology into the work of the NHS, piloted by the Learning Alliance, a virtual team of development staff providing support to over 100 organisations, which hopefully will help solve the problem of time wastage. Concludes that the key to successful technology supported collaboration depends not only on the technology, but also on the organisation's ability to adopt an entirely new way of working.
The Internet is no longer just for the adventurous explorers or the technical experts--it has found its way into the mainstream of librarianship. New users are coming onto "the net" in droves. A wealth of information is currently available dealing with the mechanics of the Internet and there are general guides to the available resources. More work needs to be done, however, in developing subject specific materials. This paper will report on the strategy that Scott Memorial Library, Thomas Jefferson University, has employed to develop staff skills and awareness and to take advantage of the resources and opportunities that the network provides for the health sciences community.
The authors describe the dynamics of the "super nurse" syndrome and provide nurse managers experiencing this syndrome with strategies to assist them. The article discusses the roles of nurse educators, hospital development staff, mentors, and social support networks. The authors hope to prevent the "super nurse" syndrome from affecting new graduates, through proper education of nurse educators, mentors, and nurse managers who assist the new graduates in problem solving and adjusting to being a "real nurse."
Clinical pathways are an essential tool in implementing case management. The authors, in this article, describe how one institution developed and implemented critical pathways. The result was enhanced staff skill in physical assessment, patient/family teaching, and communication with physicians.
CONTEXT: In 1996-97 three Australian medical schools adopted 4-year graduate medical courses. The schools formed a consortium to establish common admissions processes and to collaborate on curriculum and staff development. OUTCOMES: ADMISSIONS: Outcomes in admissions included the construction of an entry test and agreement on common application procedures. Structured interviews and measures of prior tertiary performance were adopted in each school with some local variations. Formal structures were put into place to manage the development of the test and admissions procedures. OUTCOMES: CURRICULUM AND STAFF DEVELOPMENT: No formal structures were put into place for curriculum and staff development. While the advantages of common approaches were recognised, it was accepted that it was also important to generate local ownership and commitment to the new courses. Outcomes of educational consortia should not be judged solely by the nature of joint ventures but by the way in which membership of the consortium changes the priorities and practices within the institutions. Examples of the operation of this principle within the three schools include: use of visiting experts to refine and modify approaches to problem-based learning; use of staff from partner institutions to facilitate implementation of the courses; sharing information technology expertise; cooperation in the construction of feedback mechanisms, and sharing advice on fulfilling accreditation requirements. CONCLUSION: The Consortium has had an important impact on Australian medical education. There is a need for further analysis of the two methods of operation of the consortium, formal and informal, and their relation to its overall functioning.
Outcomes management requires the active participation of clinical staff and/or network providers to succeed. They form the bedrock of the system, since they are the ones who most typically administer the outcomes assessment questionnaires to consumers, encourage them to complete them, and respond to questions and complaints about them. Resistance from clinicians can cause even the most well-designed outcomes management system to fail. Yet with the application of several basic principles, organizations can maximize active participation from its clinicians to operate a dynamic outcomes management system. The authors of this article describe the principles involved, and the action steps necessary to implement them. These principles include: articulate the value of the outcomes management system, involve clinical staff in its design, make it relevant to treatment goals, assure clinicians the system will not be used punitively, show them how it will be used to improve treatment, obtain staff feedback routinely on how the system is working, and demonstrate how the organizational culture from top management down uses the outcomes information to make decisions.
Increasing staff education needs, limited staff development resources, and retention of valuable staff are issues facing healthcare providers today. This article describes the use of project management methodology to design and implement a Train-the-Trainer (TTT) program. This TTT program describes how to enlist leadership support for staff presentation of educational offerings. The TTT program was designed to retain employees through staff development and meet the educational needs of the healthcare system.
Critical care courses for noncritical care nurses are developed to meet staff nurses' needs for additional skills because of increasing patient acuities. To be successful it is imperative that staff development nurses provide input to ensure that course content is directed to meet the needs of nurses in their facilities: hospitals, nursing homes, and home care settings.
The concept of transcultural nursing is relatively new to the nursing literature. It had been less than 30 years since Madeleine Leininger first began to develop a theory of transcultural nursing as part of a doctoral study in anthropology. Much has changed in that time, and nursing staff development and inservice educators need to provide educational offerings within a multicultural context in a timely manner. Cultural diversity is the standard in the mid-1990s, and those nursing staff development programs that are sensitive to this fact produce employees with advantages over those from settings that do not prepare staff for practice in a constantly changing world. This annotated bibliography about transcultural nursing details key references for staff development and inservice programs. It is not intended as an exhaustive review but rather focuses on the most relevant, timely, and useful of the ever increasing number of publications concerning this important subject. Six major books and four of the most pertinent recent journal articles are included. Conclusions and implications for nursing staff educators are offered.
Hospitals are increasingly delegating responsibility for initiating nursing research to nursing staff whose knowledge of and experience in conducting research may be limited. As a result, nurses involved in continuing education and staff development are increasingly involved in helping staff develop their research skills and prepare research protocols. The generic research protocol (GRP) is a computerized learning package that assists nursing staff in preparing a scholarly research protocol through step-by-step instruction and guidance. When used in two unrelated nursing studies, research skills of participating nursing staff were developed and protocol preparation facilitated. The time and editorial effort required for protocol preparation were reduced, and novice researchers were familiarized with research terminology and issues related to study design.
Professional portfolio development is an innovative way for staff development departments to assist staff nurse in showcasing their professional accomplishments. Whether preparing staff for their annual performance appraisal, the human resources portion of a Joint Commission on Accreditation of Healthcare Organizations survey, personal career development, or career transitions in the volatile healthcare job market, the staff development department plays a pivotal role in portfolio development. Although the literature describes the types of documents to include in a professional portfolio, missing is practical information on how to organize a professional portfolio. In this article, the authors describe how to organize a professional portfolio, identify the most useful components, and outline the role the staff development department plays in professional portfolio development.
Staff development educators use many sources of information to conduct educational needs assessments to improve existing educational programs and to develop new ones. Staffing effectiveness evaluation information targets patient care and staffing outcomes. The overall objective of this article is to familiarize staff development educators with the staffing effectiveness evaluation process, events that have led to organizational efforts to measure it, Joint Commission on Accreditation of Healthcare Organizations' (JCAHO) expectations, methods for assessing variation and relationships of indicators, and implications for staff development educators.
As staff development departments are being asked to do more with less, appropriate needs assessment is a key to cost-effective and efficient education for staff nurses, in orientation and staff development. Front-end analysis is a technique used by business and industry to analyze deficiencies in job performance. This article describes a front-end analysis model used to analyze typical staff development problems, and reports the outcomes of using front-end analysis to assess training needs in a large urban hospital.
In this paper, human resource development problems facing rural health care facilities are identified and it is recognised that, particularly in the face of escalating demands for training arising from environmental pressures such as implementation of the structural efficiency principle, a coordinated approach to meet these problems is desirable. Such coordination is often sought via a regional staff development service. Accordingly, using the organisational life cycle as a conceptual framework, staff development services in five NSW health regions are examined. Ranging from a cafeteria style to a results-orientation, a diversity of strategic approaches to staff development is reflected.
The purpose of this article is to explain the staff development approach as a means of enhancing the nurse manager's professional growth as well as the growth of employees. Staff development is growth-oriented, provides opportunity for self-direction, and integrates the needs of the learner and the facility while focusing on long-term goals. The author discusses integrating the goals of the adult learner and those of the health care organization as a means of meeting the needs of the institution and the individual employee.
BACKGROUND: An international collaborative project between Jordanian and Canadian University nursing faculty was developed to enhance staff development for practicing nurses in Jordan. A needs assessment indicated a lack of knowledge and performance among staff nurses in emergency situations. METHOD: Using the "train-the-trainer" concept, cardiopulmonary resuscitation (CPR) workshops were organized and implemented in three government and one military hospital. University faculty developed and conducted the first workshops when local trainers were prepared to provide the program in their institutions. RESULTS: Local trainers currently provide CPR workshops on an ongoing basis in their institutions. To date, 10 hospitals and one health center have requested CPR workshops for nursing staff. CONCLUSION: The CPR workshops met the needs of the hospital nursing community and strengthened the partnership between the university faculty and local community staff nurses.