SEARCH · Search PubMed
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.
The authors present a practical, step-by-step process for developing, implementing, and evaluating self-directed learning modules for staff development and continuing education. The process is described in detail and includes specific examples for those who want to develop self-directed learning modules that are unique to a particular target population.
The School of Medicine at the University of Southampton has undergone a process of consultation and staff development aimed at developing the leadership role of course coordinators. The paper reports on the negotiation of a generic framework of tasks and the development of a successful leadership training programme for course coordinators. The authors recommend a complex adaptive style of leadership based on whole systems theory and argue that leadership training for course coordinators is vital to the success of undergraduate medical programmes.
This article summarizes adult learning principles using the acronym AIR: Active involvement, Individual differences, Relevance and motivation. Highlighted are practical strategies to operationalize each of the AIR concepts for professional development. Revisiting adult learning principles can assist continuing education and staff development personnel to face challenges effectively and "walk the talk" in adult learning endeavors.
The developing emphasis in health and social care on working across traditional boundaries will demand different approaches to staff development. If we are to retain the strengths of expertise in the enormous number of areas represented in health and social care we will need to develop better ways of understanding each other in order to work together more effectively. This paper focuses on some of the issues raised in management development programmes which have multiple objectives demanding educational and developmental support. The emphasis is on identification of issues which arise in collaboration amongst those delivering a programme when they come from the different backgrounds of training and development, personal development and higher education. Some of the issues raised in partnership working between commissioning and providing organisations are also considered.
Staff development educators face numerous challenges because of the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) standards, continuous quality improvement, and economic constraints. For many, the most difficult challenge is complying with the JCAHO requirement for initial and ongoing competency, which must be validated for all nursing personnel. In this article, the authors describe how the educational nurse specialists of a tertiary care, regional referral medical center facilitated the development, implementation, and evaluation of a competency plan to validate initial and ongoing competency for all personnel within Nursing Services.
The nursing shortage, recruitment, and retention are critical issues relevant to the healthcare delivery system. These issues have been well documented throughout nursing literature. Retention of the clinical expert in the profession is crucial to maintaining a high standard of patient care. Clinical ladder programs address these issues by recognizing and rewarding excellence. However, development of such programs can be cumbersome, complicated, and expensive, and has not been documented as definitively effective. This article describes the development of an alternative approach to this traditional clinical ladder, and Staff Development's role in facilitating such a program.
BACKGROUND: Recent moves to integrate aspects of population health into medical curricula have created new staff development challenges for many institutions. Small group teaching in population health is a relatively new initiative, often requiring recruitment of additional staff and considerable training. This analysis identifies the tutor characteristics rated most positively by medical students in a small-group course in population health and discusses their implication for staff recruitment and development. METHOD: Retrospective evaluation of tutors by students using a self-administered questionnaire. Overall tutor rating was analysed against various tutor characteristics, using univariate logistic regression methods. Optional qualitative comments were summarized by thematic methods and triangulated with findings from the quantitative analysis. RESULTS: Creating a supportive group climate was the tutor attribute most positively evaluated by students (OR=9.62, 95%CI 4.46-20.83). Perceived interest in teaching (OR=8.93, 95%CI 3.83-20.83) and the ability to give useful feedback (OR=8.40, 95%CI 4.07-17.54) were also highly rated by students as valuable qualities in their tutors. Qualitative analysis highlighted the importance of informed comment, good knowledge and expert input from tutors. CONCLUSION: Whilst a degree of content expertise in population health was desirable in a tutor, its value was secondary to good facilitation skills and an enthusiasm for teaching when student evaluation was considered. Faculties implementing small-group methods of teaching population health should consider facilitation skills and interest in teaching as priorities when recruiting and training staff. As is the case for self-directed student-led learning in basic and clinical sciences, these appear to be more influential than content expertise, from the students' perspective.
Many clinical nursing departments have added scholarly activity as a goal, expecting staff development personnel to implement the needed programs for research utilization, professional presentations, and clinical investigations. In this article, the author provides specific strategies for starting a research program and nurturing its development, addressing the emotional needs as well as the knowledge and resource needs of the learner. These strategies provide a blueprint for building the research utilization, initiation, and publication productivity in a clinical setting.
The ultimate objective of the All Wales Strategy--Mental Illness, is to produce a community based mental health service led by multidisciplinary community mental health teams. This paper is based upon a report commissioned by the Welsh Office Social Services Inspectorate based upon a review of progress in the implementation of the strategy through scrutiny of County Joint Plans and meetings with County Joint Planning Teams. In general, we found that community multidisciplinary teamwork was not well developed throughout Wales. Insufficient attention was being paid to issues of staff development and the capacity to monitor and evaluate service developments. The need for a baseline assessment of current performance by health and social services authorities seemed inescapable, if the impact of the strategy is to be reliably and validly assessed.
From planning an inservice program on a relatively simple change to presenting a number of changes together, the challenge for nursing staff development specialists is to provide high-quality programs in an efficient and effective manner to achieve identified outcomes. In this article, the author reviews considerations in the formative stages of a hospital-wide inservice program, with a focus on planning to achieve quality, efficiency and effectiveness, and measurable outcomes.
Delegation and coordination of patient care challenge registered nurses (RNs) practicing in capitated, managed care environments. Complicating the RN role is the fact that most RNs were not taught delegation skills while in nursing school. This study addressed the effect of a structured teaching intervention on RN delegation decision making and its enhancement of knowledge and confidence in delegation to team members. The intervention significantly increased RN delegation knowledge and overall confidence in decision making. Teaching strategies are explicated for staff development educators who are charged with providing substantive leadership approaches for staff and management nurses who have been out of nursing school and in the practice setting. The role of the RN in directing the workforce has become increasingly complex in capitated, managed care systems.
The impetus for cost containment may necessitate using teaching strategies different from traditional classroom models used in staff development. Educators can design self-directed learning modules to educate staff to work more effectively with special populations, such as children and elderly patients. Encompassing more than 40 years of literature, this review identifies the best modular designs, the cost benefits, and various studies about the effectiveness of self-directed learning modules.
Developing stimulating and innovative educational episodes poses a challenge to nurse educators. The technique of gaming is making a comeback on the educational scene as it facilitates internalization of concepts and promotes affective learning and the application of psychomotor skills. The theoretical use of gaming strategies, development, implementation, and applicability in staff development is discussed.
The British NHS faces major challenges recruiting, motivating and retaining staff in a period of sustained growth and change. This paper examines the prevalence of skill shortages and organisations' coping strategies, as well the factors that motivate staff in the workplace and in the NHS in particular. It argues that the evidence base for informed policy-making needs radical improvement. It then considers a number of approaches to pay that are being used or suggested to attract, motivate and retain staff. These include performance pay, team pay and local pay determination, as well as considering broader factors such as morale and staff development. The paper then draws together some conclusions for policy-makers. These argue that better evidence is needed as to what is happening in the public sector labour market in order to frame appropriate responses and that thorough evaluation of policy initiatives is necessary to establish their utility before their widespread implementation.
Anticipating JCAHO review within 1 year, the nursing department developed and implemented a staff-developed manual system using Focus charting. Forms were developed that would be easily transferred to computerization.
More and more hospitals are preparing and utilizing medical staff development plans. This article discusses how the nature and purposes of hospital medical staff planning have evolved over time, the increasing impact of this activity upon physicians, and the new issues raised by current trends in medical staff planning.
Formal and informal definitions of competence are the basis for building a useful understanding of the concept. However, further dissection and analysis are necessary before the concept of competence can be rebuilt into a new and more meaningful whole useful in theory development and hypothesis generation around staff development and continuing education in nursing. Reflection, analysis, thought, perception, visualization, and contextualization of the concept of competence are the foci of this article.
This article describes the development of a palliative care outreach service by two nurse practitioners into ten community hospitals. The service was designed to improve equity of service delivery in the area and to meet national initiatives aimed at developing palliative care services. It involved responding to direct referrals while developing an educational programme for staff members. The results of a survey, which identified achievements for patient care and staff development, are discussed.