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Staff development educators must perform a balancing act between maintaining the routine learning services and responding to and facilitating the emergent learning needs that shape success. This article proposes a dual-track structuring to address both needs and to create a cutting-edge approach to organizational learning needs.
Methods and measures to determine adequate productivity levels for nursing staff development are needed to demonstrate to an institution's administrators the quantitative contribution made by the nursing staff development department. This article describes a management utilization approach used to develop a rational, yet simple to calculate, productivity formula. The formula was refined through 5 years use in one setting and tested in several others. Detailed explanations, rationales, and calculations are provided to help staff development specialists further test this formula.
Staff development is undergoing rapid change in the current health care environment. One issue of critical importance is providing access to credit courses for nurses who want to obtain a Bachelor of Nursing (BSN) degree. A university and hospital collaborated to provide learning opportunities jointly for nurses to work toward completion of a BSN using the off-campus concept.
Nurses in staff development have a strong focus on developing programs that support the needs of individual learners. They are much less focused on ways that their programs may support ongoing practice change in the workplace. This article outlines a number of characteristics of staff development programs that are trying to incorporate an organizational change perspective. It then illustrates these characteristics with a case study of a specific staff development program.
No one knows for sure how the future will look. However, there is no better time than today to begin envisioning and creating our preferred future. This article discusses several factors that will impact the future of nursing staff development. Twenty-one predictions are offered that include: change, restructuring, teamwork, leadership development, paradigms, support networks, staff development roles, learning, value of life experiences, patient education, cultural diversity, and technology. Strategies for educators to position themselves for the future are suggested. The future is ours to create. The intent of this manuscript is to challenge staff development educators to create visions and develop strategies to construct the preferred future of their roles and the nursing staff development function.
The nursing service manager is accountable for the quality of nursing care delivered in the nursing service. It is therefore important that the nursing service manager facilitates staff development in the nursing service. It is not only the nursing service manager's responsibility to make provision for staff development--the nurse also has a responsibility in this regard. He/she should purposefully make an effort to keep up to date with the latest developments. This article focuses on the co-responsibility of the psychiatric nurse and nursing service manager regarding staff development. A model for staff development is described, in accordance with the guidelines of Dickoff, James & Wiedenbach for theory development. An inductive approach was primarily followed to describe the provisional model, after which a literature study was employed to refine and purify the model. This model was exposed to expert evaluation, after which the final model for staff development of psychiatric nurses was described. Recommendations include the testing of certain hypotheses and utilisation of this model in psychiatric nursing practice.
Nursing administrators and nursing staff development educators face a challenge to insure that nursing staff are prepared to participate in quality assurance, assessment and improvement. This challenge is influenced by the evolving nature of quality assessment and improvement and the need to stay current in the field. This article suggests that staff development for quality assessment and assurance is a feasible approach to remedy the gap between the educational preparation and clinical practice expectations of nurses. Considerations to provide nurses with staff development offerings about quality assessment and improvement are discussed. Program topics are suggested.
School-based health education programs often are limited by failures in implementation and maintenance. While inservice training has proven beneficial, teacher training research indicates that the more complex the demands on teachers using innovative psychosocially based health education curricula, the greater the necessity for post-inservice follow-up staff development. Evidence is presented that 1) teachers respond to innovations in developmental stages, 2) a multiphase approach to staff development is necessary to assist teachers during each stage, 3) post-inservice staff development requires opportunities for teacher collaboration, 4) approaches to staff development should fit the stage of teacher development, and 5) the organizational context of staff development is critical. Peer-based approaches to post-inservice staff development are presented, with a review of strengths and limitations of each approach.
Instructional television is a viable option for meeting staff development needs in health care agencies. Telecourses produced by the Intercollegiate Center for Nursing Education provide staff development educators with an efficient and effective alternative for meeting selected educational needs of staff within health care institutions, as well as interested nurses throughout the community. Use of this instructional methodology is described.
OBJECTIVE: A staff development committee (SDC) was convened to implement staff development opportunities for an academic health sciences library system comprised of three separate facilities. The charge for the SDC was to: (1) develop programs to enhance workplace skills and personal growth, (2) communicate the availability of existing programs at the university and medical center, and (3) encourage the staff to participate in these opportunities. PROGRAM: The committee created goals and objectives and developed a survey designed to give staff the opportunity to provide input for this initiative. With an 80% response rate, the survey results were used to plan 15 events based on staff needs and preferences. First-year attendance for SDC-sponsored events was 459. Committee members served as liaisons for each event. Two forms were developed to facilitate event planning. A monthly announcement sheet, email reminders, and the library's local area network are used to communicate upcoming SDC events and encourage attendance. CONCLUSION: This approach can serve as a useful model for similar program planning in any organization.
Potential uses for self-learning packages in the nursing staff development setting include orientation programs, mandatory education programs, developmental programs, and review of infrequently used skills. The staff development educator can use pretest and posttest results obtained from the use of self-learning packages to document intervention with the learner. Benefits for both learners and staff development educators when this teaching strategy is used are described.
BACKGROUND: Limited budgets and increasing training demands on staff development educators require creativity and innovation in providing cost-effective training alternatives. Self-paced learning modules meet these criteria and minimize use of staff time. METHOD: This article presents a step-by-step guide for the design and implementation of self-paced learning modules. RESULTS/CONCLUSION: By following the suggested guidelines, even novice staff development educators can assess, design, and implement cost-effective training alternatives for their organizations.
An interactive course in drug information skills developed for pharmacists at a not-for-profit, tertiary-care hospital is described. Faculty members from the area school of pharmacy developed, taught, and evaluated the program. Before the course was developed, pharmacy staff members were asked to rate their drug information skills; the pharmacists' responses indicated their belief that they were not proficient enough in the skills needed in daily practice. The course content and format were refined after 11 pharmacists completed a pilot program. A handbook was developed that contained objectives, session outlines, and literature for each of the six topics chosen for the course. Although the handbook was the primary teaching aid, wall charts and computer demonstrations were also used. Sessions were structured for the needs of adult students by using a small-group discussion format that emphasized the practical relevance of the information and encouraged participants to share personal experiences. Each session was offered on two separate days to facilitate attendance. Those who completed the course received credit for 12 contact hours of continuing education. Of 16 pharmacists enrolled in the course, 11 completed it. An interactive course in drug information skills, developed to meet the needs of hospital pharmacists, was well accepted because it incorporated personal experiences, small-group activities, and flexible scheduling.
This paper will discuss the importance of performance appraisal and staff development for graduate nurses. It argues that these strategies assist newly graduated nurses to enhance and consolidate knowledge and practice skills. Further, the net benefit for employers is improved quality outcomes, increased job satisfaction by staff and cost-effective usage of resources. The limitations of performance appraisal and staff development, however, occur when management and staff do not understand the principles of performance appraisal and the need for consultation with staff about staff development activity.
This article discusses how staff development educators can conduct an innovative class for nurses caring for patients with gastrointestinal cancer. The nurse's role in caring for these patients includes knowledge of the pathophysiology, risk factors, detection methods, signs and symptoms, treatments, conventional and integrative holistic nursing interventions, and community resources. However, consideration should be given to the total learning experience rather than technical skills alone.
In this article the authors describe a holistic staff development model to assist organizations meet their strategic goals. The principles of this conceptual model are generic and can be applied to both service- and business-oriented organizations. The advent of specialization has significantly affected all industries. There has been great growth in individual disciplines, but the result has been loss of integrity of the whole. The authors believe that holistic education, for the purpose of staff development, can help personnel connect individual and corporate goals. Such consolidation fosters close connections between personnel and their organization by integrating practices among individuals and widening their scope.
A national survey of staff development (SD) departments of hospitals was conducted to determine the organizational models (centralized, decentralized, or combination) used. The survey asked about departmental organization, instructor role, staff title, core responsibilities, percentage of work for various departments, SD department head and staff educational preparation, and demographic data. This article discusses the data obtained from the 48 responses (41%) that pertain to the organizational model (26 or 54% used combination model) and staff preparation (master's degree was most prevalent). The data and survey approach could be used by a SD department when choosing an organizational model.
NCLEX-RN Licensure success is achievable when the institution provides administrative support, has a committed staff development department, and allocates necessary resources and support services. This program was designed and delivered in a cost-effective manner. The candidates attended the on-site review course and tutoring sessions before their assigned work time. The tutoring sessions offered by the staff development instructors were held during their regularly scheduled hours. The consultant's fee for the on-site review course was $200 per eligible candidate, for a total of $7,600. Specifically, employers and staff development departments must take a strong role not only in acclimating newly graduated and foreign-educated nurses to the professional environment, but also in helping to prepare them for the NCLEX-RN Licensure Examination. Thus, staff development educators can effectively ensure that their institutions will not lose valuable registered nurses.