A new prescription for healthcare leadership.
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Accounting↗
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Results for “Staff Development”
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.
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The nurse educator role in the clinical setting.
Although educators in clinical settings assume different roles, the major responsibilities are the clinical and professional development of staff. Some of the challenges facing educators relate to maintaining expertise, maintaining visibility, and managing work load. In this article, the authors describe the responsibilities of the educator and the challenges and strategies for success in the clinical educator role.
Clinical Competence↗
Level three evaluation of an education program designed to implement patient care redesign.
Patient care redesign is a process of reorienting healthcare institutions to a more patient-centered process. Inova Health System, a large Northern Virginia system, recently instituted such a redesign. The System's department of education was charged with designing a curriculum to introduce the new concept to all staff. This article analyzes the results of a survey that evaluated self-reported behaviors and attitudes of staff following attendance at the mandatory classes and discusses methodological aspects of the evaluation. The approach to evaluation discussed in this article provides a practical model for staff development educators when confronted with the task of evaluating results of educational programs.
Attitude of Health Personnel↗
Educating to manage the accelerated change environment effectively: Part 1.
Without appropriate educational preparation, nurse managers may not have the competencies to effectively manage accelerated change that is so pervasive on the front lines of healthcare organizations in transformation. Part 1 of this article describes the findings from an extensive literature review of nursing, business, and higher education literature on the subject of change management. A comprehensive reference list is provided. Part 2 reports the results of a Delphi study from which baccalaureate-prepared nurse manager experts and nurse educator experts in baccalaureate nursing programs validated what linear and nonlinear change management concepts they believed were relevant in managing change in today's dynamic environment. With key roles as organizational change agents, staff development educators and administrators can use the validated concepts to develop educational offerings to promote effective change management.
Curriculum↗
Educating to manage the accelerated change environment effectively: Part 2.
Without appropriate educational preparation, nurse managers may not have the competencies to manage accelerated change effectively. Part 1 of this two-part series provided the condensed findings from an extensive review of nursing, business, and higher education literature. Part 2 describes the results of a Delphi study whereby baccalaureate-prepared nurse manager experts and nurse educator experts in baccalaureate nursing programs validated what linear and nonlinear change management concepts they believed were relevant in managing change in today's dynamic environment. Staff development educators and administrators, as organizational change agents, can use the validated concepts to develop educational offerings to promote effective change management.
Adult↗
Documentation of characteristics of early hospital readmission of elderly patients. A challenge for inservice educators.
Researchers conducted a retrospective review of 127 hospital records over a 3-month period to examine factors related to early hospital readmissions of patients age 65 and over. The leading diagnoses resulting in early readmissions were related to heart and circulatory problems, with a mean of 12.5 days between discharge and readmission. Gaps in documentation and the need for including qualitative data are discussed. Staff development educators are central to implementing strategies to correct these documentation deficiencies.
Aged↗
Rational nursing: a concept analysis for practical application.
Rational nursing is a theoretical concept that serves as a practical, behavioral application of the nursing process. This article is a concept analysis that defines and clarifies rational nursing, examines relational and nonrelational propositions, and describes clinical and personal applications for the individual nurse. This relatively simple yet revolutionary tool can improve patient outcomes and prevent nursing burnout. Nurses involved with staff development, education, and retention will discover that teaching and reinforcing rational nursing provides nurses with minute-by-minute guidance to the treatment of the human response both in patient illness and their own practice of nursing.
Attitude of Health Personnel↗
A collaborative model: twenty healthcare agencies and academic institutions share resources to educate preceptors.
The Boston Collaborative Learning Group (BCLG), a 20-member consortium of healthcare agencies and academic institutions, originated in 1996 in response to a demand for innovative cost-effective measures. Directors of Staff Development and academicians collaborate and share resources in planning preceptor education programs. Over 750 Boston area nurses have attended 1 of 10 programs offered. This article provides an historical perspective on forming a consortium and the benefits of this collaborative model.
Boston↗
ENTER: a care guide for successfully educating patients.
The role of the nurse as teacher is assumed and preparation for the patient at discharge becomes the ultimate responsibility of the nurse. Furthermore, patient education continues to grow in importance. Because of increasing demands on time and full schedules, nurses are in need of a quick and practical solution to offering valuable patient education. The ENTER acronym is written with the practicing nurse in mind. It is a simple framework that provides a model for staff development educators to use to assist nurses to become better patient educators.
Humans↗
Making the magnet commitment.
With a nursing shortage upon us, hospitals are seeking American Nurses Credentialing Center's Magnet designation as a way to recruit and retain staff. This article outlines the steps involved in achieving this prestigious award. Emphasis is placed on the role nursing staff development plays in fulfilling Magnet standards and participating in the application process.
Benchmarking↗
Learning communities: the link to recruitment and retention.
The professional learning community is a strategy to help staff development educators address recruitment and retention and organizational culture. The purpose of this article is to analyze the concept of learning communities and discuss their potential to increase the recruitment and retention of new graduate nurses and returning practitioners to the nursing profession. Incorporating learning communities into the healthcare organization will decrease the number of nurses leaving nursing, foster retention, and thus, enhance recruitment.
Cooperative Behavior↗
RN refresher courses: hospital-based versus university-based.
Refresher and reentry courses for registered nurses (RNs) are being used to recruit inactive nurses back into practice in the present nursing shortage. Built on models of staff development orientation for newly employed RNs and continuing education for adult learners, two refresher/reentry programs are described. University- and hospital-based RN refresher courses had similar enrollments and positive evaluations, but different curriculum organization; cost and employment outcomes varied. Both employment prior to the class and collaboration among providers greatly enhance positive outcomes.
Curriculum↗
Destination magnet: charting a course to excellence.
The Magnet Recognition Program for Excellence in Nursing Services, the Gold Star for Nursing, is a lofty but attainable goal. Oftentimes organizations are faced with the question, "Where do we start?" The answer more often than not includes involving staff development professionals. This article reviews the multiple phases of the Magnet journey as well as provides tips to facilitate a successful journey.
Benchmarking↗
Reinvigorating public health core functions: restructuring Los Angeles county's public health system.
In 1997, the Los Angeles County Department of Health Services launched an effort to revitalize its Public Health Services division. County investments resulted in the creation of 241 new positions, facilitating the establishment of new offices addressing neglected chronic disease prevention, staff development, training, and communication. Service effectiveness and community responsiveness were enhanced by decentralizing leadership through eight Area Health Offices and strengthening partnerships with private health care providers, community-based organizations, and managed care organizations. Infrastructure enhancements included the development of program performance measures, countywide health indicators, a central health assessment and epidemiology office, and a new countywide biennial survey.
Chronic Disease↗
Leadership development in health care: what do we know?
The NHS in England has developed a strong focus on clinical and managerial leadership. The article describes both emerging ideas on leadership models and approaches to developing leaders as a background to the description of two evaluation studies of leadership programmes for executive directors and the lessons learned for the future.
Administrative Personnel↗
Accelerating the pace of change in the NHS.
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Administrative Personnel↗
Implementing a health care assistant strategy.
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Career Mobility↗
The great urban outdoors.
The Great Urban Outdoors is a management development exercise with a difference. Most outdoor exercises take place in an "unfamiliar" rural setting. This one is set in an urban environment, which is reasoned to have an air of unfamiliarity to many health care managers. Stresses the need to clear learning objectives and active tutoring. For this exercise, proposes a framework based on a model of managerial leadership. Explains how the location and tasks to be carried out can be varied to suit the participants. Particular stress is laid on the debriefing phase, to ensure that the learning objectives have been met and can be applied to real health care challenges.
Administrative Personnel↗