Career development for personnel staff.
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Administrative Personnel↗
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Collaborating with the medical staff in developing standards of care.
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Interprofessional Relations↗
Taming the "no-show" tiger: decreasing the rate of absenteeism at educational programs.
A multidisciplinary staff development department developed a continuous quality improvement project to study the consistently high absentee rate for scheduled training and its relationship to the class registration process. Data were collected using a 9-question survey of students who failed to attend scheduled training. Findings show that changes to the class registration process resulted in a decrease in the number of absentees under the control of the staff development department from an average of 43% to 6% by the end of the year-long review period. The overall absentee rate stabilized at 20% and has been established as the benchmark for this setting.
Absenteeism↗
Using pharmacists' perceptions in planning changes in pharmacy practice.
Pharmacists' perceptions of and goals for clinical pharmacy services, as well as the proportion of time devoted to clinical services, were studied at one hospital as part of the process for establishing departmental goals. Three methods were used in evaluating pharmacists' perceptions of clinical pharmacy services. The first was a departmental survey. Second, staff members were asked to generate and prioritize a list of goals for clinical pharmacy services; this was done by means of an interactive, small-group process. Finally, a work-sampling study was performed that indirectly measured use of staff pharmacist and technician time. Staff pharmacists perceived that clinical pharmacy services were being provided to individual patients; however, support for these services from upper management was perceived as inadequate. Staff development had the highest priority for the further development of clinical pharmacy services. Only 19.7% of pharmacists' time was devoted to clinical services. Data from all three studies were incorporated into the development of a strategic plan that set forth long-term departmental goals and objectives. The plan includes a statement of commitment to develop management systems to eliminate deficiencies identified in the study. Among the changes in pharmacy operations introduced as a result of the survey were (1) a career-ladder system, (2) new opportunities for staff development, and (3) improved documentation systems. Surveying staff perceptions of existing services, joint goal setting and prioritization, and work-sampling studies formed the basis for the development and implementation of a new model of integrated pharmacy services at this institution.
Attitude of Health Personnel↗
Measurement issues in promoting continued competence.
PURPOSE: Promoting continued competence in nursing practice has always been of concern to staff development and continuing education educators. Recently it has reached new levels of significance. As a result of the proposals made by the Pew Commission Taskforce on Health Care Workforce Regulation and the National Council of State Boards of Nursing, the profession is re-examining the question, "How do we promote and assure continued competence?" The purpose of this article is to examine the measurement issues related to answering this question. FINDINGS: The nursing literature provides several definitions of competence, but none are operational. To measure a concept it must be operationalized. Mandatory continuing education, peer review, and practice or process audits have been used to assess continued competence. The measurement issues involved in assessing competence include selecting an appropriate measurement paradigm, selecting accurate measurement instruments, and interpreting the measurement data. IMPLICATIONS: Staff development educators and nurse managers should collaborate in the establishment of standards of practice, the identification of essential competencies specific to the setting, and the development of appropriate methods of measurement of these competencies.
Clinical Competence↗
Program for training staff pharmacists in total parenteral nutrition.
A staff development program in total parenteral nutrition (TPN) is described. A 12-week education and training program was developed at a community hospital to enable staff pharmacists (those with B.S. degrees) to become involved in the pharmacy-based TPN service that has been in effect at the institution since 1978. Before 1987, the TPN pharmacist had always held a Pharm.D. degree. In the first four weeks of the program the trainee is allotted two hours per day for required reading. During the final eight weeks, the trainee accompanies a TPN pharmacist on daily rounds. A proficiency examination is given after week 10. Upon successful completion of the program, the pharmacist serves as a nutritional support therapy consultant to physicians who wish to have their patients evaluated, treated, and monitored by the TPN service. A quality assurance program was developed to enable the clinical coordinator in charge of the service to identify areas where further inservice education might be indicated and to satisfy requirements of the Joint Commission. Six staff pharmacists have completed the training program and are allowed to write TPN orders and conduct TPN rounds. The program has expanded the clinical roles of the staff pharmacists and has been well received by the medical staff. The quality assurance monitoring indicates that the service is excellent. A staff development program was successful in training staff pharmacists to participate in TPN therapy.
Education, Pharmacy, Continuing↗
Creating a clinical development plan for acute care nurses.
This article explores the rationale and creation of Clinical Development plans for acute care nursing staff development. The Clinical Development Plan is suggested as a method of determining the learning needs of nurses on various acute care nursing units by identifying required performance. Development is covered from novice to expert levels. Competencies are categorized into technical, interpersonal, and critical thinking skills. Such a plan is helpful for identifying ongoing training needs of nursing personnel.
Education, Nursing, Continuing↗
A holistic model for moving toward excellence in chaotic times.
BACKGROUND: Staff development experts in a tertiary-care hospital were searching for a holistic approach to facilitating improved outcomes. METHOD: Staff development experts, clinical nurse specialists, and clinical managers developed a model that provides a framework for educators to integrate their energies with those of other leaders in order to create a holistic approach to the goal of achieving excellence. RESULTS: The model that is proposed links strategies for change with outcome evaluation. CONCLUSIONS: The model provides a conceptual lens that helps nurse leaders focus on organizational assessment, strategies to improve the work environment, and the evaluation of outcomes. The model is useful for guiding practice as well as research.
Education, Nursing, Continuing↗
The nurse as an educator.
The rapidly changing healthcare system offers challenges and opportunities for nurse educators. Increasing evidence of health promotion/consumer empowerment, cost containment, increase in chronic illness, and the continued expansion of medical technology requires nurses with broad educational competencies. These competencies include preceptoring, patient education, and formal presentation skills. In this article, the authors describe the development and implementation of a multifaceted staff development curriculum designed to support the nurse as an educator.
Curriculum↗
Nursing staff organizational development.
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Decision Making, Organizational↗
Transcultural Patient Care Committee: actualizing concepts and developing skills.
This article describes activities of a Transcultural Patient Care Committee whose aim is to develop the knowledge and skills of medical center staff to provide culturally congruent care. The activities include staff development offerings, a transcultural patient care resource manual, and communication and assessment tools. These efforts have provided a foundation to assist staff with meeting the challenge of caring for multicultural patients.
Clinical Competence↗
Making the transition to a hospital-wide department of education: strategies for success.
In today's healthcare environment, staff development specialists have experienced a shift from a nursing-focused approach to education to an organization-wide approach. The change fosters both challenges and opportunities for the staff development specialist. This article describes the strategies used by a department of nursing education to successfully transition to a hospital-wide department of education.
Education Department, Hospital↗
Is research in the practice setting feasible?
Staff development educators are in key positions to assist staff nurses with practice-oriented research, a necessary part of clinical practice. The first step in developing an environment conducive to practice-oriented research is the establishment of a "working committee" within existing quality assurance or standards committees. As committee chairpersons, staff development educators can help staff nurses recognize the research potential inherent in practice by relating research terminology to the nursing process. Examples of client care problems illustrate how nurses can exert control over their practice and effect positive change.
Clinical Nursing Research↗
An effective skin integrity program.
Nursing staff development personnel are responsible for increasing the awareness of nursing staff of the problems caused by pressure ulcers and for supplying them with information needed for prevention and treatment. In answer to one hospital's needs, a hospital-wide, nurse-initiated, nurse-managed skin integrity program was developed and instituted. Protocols for treatment were standardized according to the latest concepts in wound healing. Basic components of the program were included in a comprehensive but succinct reference manual available on each nursing unit. Strategies for implementation were carefully planned to include feedback, approval, and support of selected physicians and nurses. Key for an effective, ongoing skin integrity program are the skin integrity clinicians and educated, confident, and enthusiastic staff nurses. Throughout the process of introducing this program, education of various groups of health-care professionals--physicians, staff nurses, skin integrity clinicians--by the Nursing Staff Development Department was pivotal in achieving a relatively smooth implementation of the program. Outcomes have demonstrated the success of this skin integrity program to both patients and staff. Creative planning, diligent research, skillful organization, and credibility of the specialists in the Nursing Staff Development Department were important elements in the development, implementation, and success of this skin integrity program.
Clinical Protocols↗
Effects on students of teacher training in use of a drug education curriculum.
The study reported here examines the effects of differential teacher training in use of a drug education curriculum on students' knowledge levels, problem-solving and coping skills, attitudes towards planned decision making, behavioral intentions and tobacco and alcohol use. An experimental design was used to compare the effects of exposure to teachers who had either intensive staff development, in-service training or no training. The findings indicate a statistically significant difference between groups of students on the intention to drink alcohol. Students whose teachers had intensive staff development were less likely to intend to take a drink if offered than students whose teachers had in-service or no training. Possible reasons for a lack of significant results on other variables are the confounding influences of school, classroom and teacher effects.
Adolescent↗
[Expectations of the professional nurse concerning the preceptor's role].
In a study completed in 1991, the focus was on the role fulfillment of the preceptor in staff development in training hospitals in Namibia. An instrument was developed to determine how the nurse experiences this role. After completion of the data gathering process, a factor analysis was done, which proved the construct validity of this instrument. Based on this factor analysis, a conceptual framework for staff development in training hospitals was constructed that could be used as a point of departure in a future study.
Attitude of Health Personnel↗
Self-study program on drug information for staff pharmacists.
A self-study inservice educational program on drug information resources was designed to improve staff pharmacist competence in responding to drug information requests. Pharmacists attended two introductory sessions in the drug information center (DIC) that focused on available resources and the systematic search process. Each pharmacist also spent an eight-hour work period in the DIC. Twenty-four hours of regular staff time was allowed for each pharmacist to complete a self-study manual. The manual consisted of three section: (1) discussion of selected references; (2) assignments based on common types of drug information questions; and (3) assignments that required the use of indexing and abstracting sources. Each pharmacist had to complete 50 questions during a 12-week period. The pharmacists were evaluated through pre- and post-tests and by the accuracy of answers to assignments in the manual. Six pharmacists initially participated in the program; five of them attained an average grade of more than 70 on the post-test and assignments. Three new staff pharmacists now have also completed the program. The success of the program depended on the support of pharmacy administration, as well as the motivation of the participating pharmacists. This staff development program using a self-study manual has been an effective means for improving pharmacists' use of drug information resources. The manual is flexible to accommodate differences in the rate of staff development and it is a useful training tool for new pharmacists.
Curriculum↗
Factors perceived to facilitate and impede learning in the workplace.
A study was conducted to determine factors that facilitate and impede learning in a hospital nursing staff development department. Data were collected through interviews, observations, critical incidents, and document reviews. Findings show that factors perceived to facilitate learning are (1) support for education by nursing administration, (2) availability of education, (3) the inviting atmosphere of the staff development department, (4) small class size, (5) informal learning, (6) the expert instructor, and (7) support of education by first-line managers. Factors perceived to impede learning are fewer: (1) written tests, (2) short staffing, and (3) first-line managers.
Education, Nursing, Continuing↗