Staff nurse development programme: evaluation.
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The benefits of a fast-track, staff nurse development programme.
In line with other professions, nursing should offer a range of career paths to suit the differing needs of its members. There should be opportunities for nurses who have both the ability and the commitment to make rapid career progress. This article describes a fast-track, staff nurse D-E grade development programme for junior nurses. The programme has been introduced in an acute teaching trust with the aim of improving career opportunities and contributing to the delivery of quality care for patients.
Education, Nursing↗
New graduates in critical care. The success of one hospital.
The cycles of registered nurse (RN) shortage and surplus continues into the new century, and nurse executives, managers, and staff development educators are under extreme pressure to respond to the staffing issues. Specialty areas in hospitals are typically the first to experience fewer than needed RNs. The purpose of this article is to describe how the managers, staff development educators, and staff of one large public hospital created a training program for new graduate RNs so they could function safely and efficiently in the adult intensive care environment.
Adult↗
Organizational performance improvement through the development of a team-based facilities group.
The support services division at Pennsylvania Hospital in Philadelphia developed and implemented a service concept to improve organizational effectiveness and service. The design of the new concept has five major elements: implementation of a team-based organization, establishment of individual performance criteria or standards, development of performance goals and objectives for the teams, individual staff development and a recognition program. This document discusses the elements of team design and implementation, stages of growth and the role that the other four components (performance standards, goals, staff development and recognition) play in achieving improved organizational performances. This case study is intended to show general management techniques that can be adopted into a facility's management plan.
Efficiency, Organizational↗
The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools.
The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.
Humans↗
An annual employee education calendar as the capstone of educational assessment, planning, and delivery.
Staff development educators can better control their workload and provide a more comprehensive employee education program when the organization adopts a formal five-step process that culminates in the publication of an annual employee education calendar. This article describes the five steps of organization-wide learning needs assessment, resource allocation, priority setting, documentation of the educational plan, and calendar development, including elements and timelines. The annual calendar reflects involvement of staff throughout the facility in the identification, planning, and delivery of education programs. Its publication enhances staff and supervisors' awareness of learning opportunities. Its longer-range perspective assists managers and employees to better plan to meet learning needs and improves participation in staff development activities.
Audiovisual Aids↗
The experience of practice development: an exploratory telephone interview study.
Practice development is a widely used term within British nursing. However, there is a lack of consistency and clarity in the way that the term is used. A small-scale qualitative telephone interview study was therefore conceived to explore practitioners' views of practice development. Qualitative telephone interviews were carried out with 26 nurses working in a range of settings and roles around the UK. Informants reported varying degrees of awareness of practice development roles and activities ranging from little awareness to being closely involved. Most informants seemed to place more emphasis on issues of personal development and educational aspects of practice development than is found in the literature. Practice development staff were seen as having a range of functions ranging from working with individual practitioners to the co-ordination of education and training within an organization. The credibility of practice development staff was closely related to their clinical experience and ability.
Attitude of Health Personnel↗
Developing healthcare educators. The application of a conceptual model.
The staff development faculty is a unique group of educators who are at the very core of processes in today's healthcare environment. Even so, little guidance is available for their professional development from novice to expert. The conceptual model presented in this article defines a developmental continuum for healthcare staff educators. The model serves as a comprehensive framework to guide staff development activities from initial orientation to educational opportunities that lead to the expert role.
Education, Nursing, Continuing↗
A continuing education model for community health nursing practice.
Although community health nursing standards of practice state that the baccalaureate degree (BSN) is the entry level for practice, the reality is that over 60% of the work-force has less than a bachelor's degree. Furthermore, BSN programs have been criticized for not putting sufficient emphasis on content areas critical for effective entry-level practice. This article presents a continuing education model that could guide agencies in developing programs to correct these deficits, incorporating both initial orientation, ongoing staff development, and formal advanced preparation. The educational background of the nurse determines the clinical activities and degree of supervision required for practice. The non-BSN entering practice should take an intensive course in basic skills identified as essential for practice in the community health setting. Work or professional assignments dictate additional staff development needs. Formal academic preparation at the bachelor's, master's, and doctoral levels is encouraged. Description of the content, course format, and evaluation information regarding the North Carolina course for preparing non-BSN RN's for entry-level community health practice is presented.
Community Health Nursing↗
Advanced Organizers: a framework to implement learning readiness in support of broad-scale change.
Staff development educators are challenged to bring value to the adoption of new organizational management tools to improve the health care of patients. One strategy used to pursue health care excellence is the adoption of the ISO 9000 standards. However, implementation of this quality management system requires acceptance at all levels of the healthcare organization. This article explores the concept of learning readiness and uses an example of a training design strategy called an "Advanced Organizer." The authors describe its use as a development readiness strategy, outline the methodology for development and implementation, and provide steps for successful implementation. The implications for staff development educators are reviewed for the concept of learning readiness and broad-scale performance improvement initiatives.
Attitude of Health Personnel↗
Geriatric competencies for RNs in hospitals.
Nurses in staff development are responsible for assuring nurses' competence in the delivery of care. Older patients are the predominant population in hospitals, yet there are no instruments that specifically assess the competency of nurses to deliver care to older patients. This article reports on the development and testing of an instrument, Geriatric Competencies for RNs in Hospitals, and makes recommendations as to how staff development educators can use the geriatric competency instrument with staff nurses.
Adult↗
An adventure in scientific inquiry: the development of a hospital-based nursing research committee.
Research is becoming a responsibility in staff development educators' already diverse and extensive repertoire. Recognition as a specialty has required the staff development educator to serve as a role model in nursing research and its applicability to practice. In this article, the authors delineate a step-by-step approach to developing a hospital-based nursing research committee. The intent is to provide a broad design as well as specific details needed to facilitate the committee's viability and longevity.
Humans↗
Learning needs assessment. Part I: Concepts and process.
Learning needs assessment is a major concern of nursing staff development educators. This contact hour feature provides nursing staff development educators with information necessary to understand the needs assessment process.
Data Collection↗
Creative teams: an experiential activity.
BACKGROUND: Staff development educators in a Department of Education & Development were seeking a creative activity to reinforce the qualities of effective teams. METHOD: Staff development educators developed an experiential activity that provides an opportunity to observe team behaviors by introducing several glitches into a goal-oriented team project. Later, observed team behaviors were explored with the group. RESULTS: The activity allowed participants to practice collaboration, communication, and problem-solving skills while functioning as a team. CONCLUSION: This activity, which is easily adaptable to any audience, creatively integrates the principles of adult learning to provide participants with an opportunity to discuss and practice behaviors necessary for teamwork in the current health care settings.
Adult↗
The clinical teacher. A critical link in competence development.
Regardless of market conditions, staff development personnel are responsible for helping to meet the organization's need for competent staff. Collaboration between the organization's education and clinical staff is essential to effect a successful transfer from having knowledge to performing effectively. One organization's response to the challenge of competence development, and how a successful transfer of learning can be achieved by collaboration between clinical educators and clinical staff is reported.
Clinical Competence↗
Staff management in the in vitro fertilization laboratory.
Although many IVF centers have implemented a Quality Management System, staff management in the IVF laboratory is still highly neglected. This article describes methods for staff development and monitoring of staff performance in the IVF laboratory.
Clinical Competence↗
Care coordinator--blending roles to improve patient outcomes.
A care coordinator blends aspects of the case manager and clinical specialist roles with those of a unit-based staff developer. In this position, the nurse facilitates critical pathways; coordinates care with the patient, family, ancillary staff and community services; delivers unit-based staff-development programs; and acts as mentor, staff resource person and physician liaison. The development and utilization of this professional nursing role in a community hospital is outlined.
Case Management↗
The pain management knowledge of nurses practicing in a rural midwest retirement community.
Pain is a significant health issue, especially among hospitalized patients and elders. Nurses are the key to effective pain management; however, several studies over the past 20 years have demonstrated that nurses lack the knowledge necessary to manage pain effectively. Staff development educators have used a number of education methods to address this deficit. Additionally, educators in staff development have the task of providing education in an effective and cost-efficient manner. The purpose of this study was to assess the pain knowledge scores of a group of nurses practicing in a rural Midwest retirement community before and at two points after a pain education intervention to determine the effectiveness of Knowles' Adult Learning Theory in increasing and sustaining rural nurses' pain knowledge scores.
Analysis of Variance↗