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Results for “Staff Development”

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At least 127 records · Page 7Linked to original sources
PubMedDate not supplied

Pain, role play, and videotape. Pain management staff development in a community hospital.

Videotaped role play was an effective staff development strategy used as an initial exercise in a five-part class to update the pain management skills of experienced nurses. It engaged the participants in learning and stimulated discussion and provided concrete feedback of current clinical practices for comparison with the Agency for Health Care Policy and Research pain management guidelines (Acute Pain Management Guideline Panel, 1992).

Clinical Competence↗
PubMed1992

Learning from incidents of violence in health care. An investigation of 'case reports' as a basis for staff development and organisational change.

How can health care staff be helped by learning about aggression and violence in health care settings. This is a report of how 'Case Reports' were used as a basis for staff development through educational intervention and organisational change. The project was carried out in two stages. Firstly, 'Case Reports' were collected to document and illuminate the experiences of health care staff, and these reports were used as a basis for teaching and learning. Secondly, opportunities were provided for health care staff to review existing policies and guidelines relevant to aggression and violence in health care settings. The views of 253 health care staff from five Health Authorities were explored. Health care staff reported 1) experiencing verbal abuse, hostility, actual contact violence, fears and anxieties during work; 2) that although they were exposed to aggression and/or actual contact violence, training was sparse or non-existent; 3) that policies and guidelines where they existed were out of data and were not relevant to the variety of health care settings in which they worked; and 4) that their skills in this area could be improved through training, with particular attention to listening skills, facilitation skills; verbal and non-verbal communication and assertion skills.

Curriculum↗
PubMedDate not supplied

DACUM: a versatile competency-based framework for staff development.

The purpose of this article is to share a competency-based method of job analysis known as DACUM (Develop A CUrriculuM) that provides a credible and defensible framework for developing job descriptions, identifying training needs, and prioritizing staff development initiatives. The process capitalizes on the power of group synergy, interaction, and consensus and facilitates employer/employee buy-in. It is easily adapted for use in any occupational setting, and may be particularly appreciated during organizational restructuring efforts.

Competency-Based Education↗
PubMedDate not supplied

A Western Australian Delphi survey of staff development research priorities.

A modified Delphi survey conducted during 1989-1990 identifies problems that Western Australian nurses consider research priorities. Participants were employed in hospital and health-care agencies throughout metropolitan and rural regions of the state. The large number of topics generated were analyzed and categorized into three areas of nursing: staff development, clinical practice, and management. Participants rated each topic on its importance to nurses and patients. The results are based on the 10 priority items identified in the staff development field.

Delphi Technique↗
PubMed1998

Staff development in pharmacist-conducted patient education and counseling.

A staff development program designed to improve pharmacists' counseling skills and to allow participants to achieve a minimum level of competence in counseling is described. The pharmacy service at a Department of Veterans Affairs medical center selected a workshop emphasizing the principles of the Indian Health Service (IHS) interactive counseling technique as the basis for a training program for staff pharmacists. The program was expanded to meet the pharmacy's counseling training needs. Handouts on 70 of the most frequently prescribed outpatient medications; administration techniques for oral and nasal inhalers and ophthalmic agents; and 32 common diseases were included in training manuals. Seven standard cases were developed for role-playing sessions, the purpose of which was to increase pharmacists' level of confidence in using the IHS technique and in counseling patients about common diseases and medications. Each pharmacist's counseling technique was assessed by a facilitator. Knowledge of commonly prescribed medications was assessed by an open-book written examination. The pharmacists' self-reported level of confidence in counseling patients about common diseases and medications was significantly improved after the training program. A counseling training program enabled pharmacists to achieve a minimum level of competence in counseling and increased their confidence in their counseling skills.

California↗
PubMedDate not supplied

Evidence-based practice. The role of staff development.

Knowledge and use of evidence-based practice are essential to ensure best practices and safe patient outcomes. Staff development specialists must be leaders in this initiative to support clinical nurses toward improved practice outcomes. This article describes the background for understanding the historical evolution from research utilization to evidence-based practice, defines some key concepts related to evidence-based practice, and suggests essential components for building evidence-based practice programs in healthcare institutions.

Evidence-Based Medicine↗
PubMedDate not supplied

Using videoteleconferencing for continuing education and staff development programs.

In times of tight budgets for continuing nursing education and staff development, using live, interactive videoteleconferencing is one approach to maintaining the quality and viability of continuing education programs. Participation in professionally produced closed circuit, satellite, or cable broadcast continuing education programs can be the first step in that effort. Careful planning for and promotion of the use of such broadcasts may not only enhance a hospital's education programs and facilitate learning, but may also prove financially beneficial.

Education, Nursing, Continuing↗
PubMed2000

[A report on staff development in advanced knowledge and technology of gene diagnosis for medical technologists by the Japanese Association of Medical Technologists: the view of medical technologists].

With advancement of the molecular biology, gene diagnosis is widely utilized in clinical application of medicine. For medical technologists, it is necessary to receive continued education to practice such advanced scientific trends. The Japanese Association of Medical Technologists established a working group for a staff development program of gene diagnosis and chromosome analysis in 1996, and has continued its activities in making inquiries about the present conditions, publishing a textbook, and providing seminars. The internal laboratory utilization of gene diagnosis was 8.7%(213 of 2437 hospitals). Based on the fact that about half of the hospitals use external laboratory, staff development for the internal utilization of gene diagnosis is an urgent issue. We have been providing seminars to meet the educational needs of our members. In addition to those activities, we have continued our efforts in providing a manual with clinically useful information, standardizing methods, establishing an information network, and conducting a controlled survey. The role of the working group is now shared by the local prefecture to further increase the numbers of those with expertise in gene diagnosis. We, medical technologists, need to have a global view of professional growth, and also to cooperate with academic societies related to gene diagnosis to establish a certification system.

Clinical Laboratory Techniques↗
PubMedDate not supplied

Clinical staff development: a two-way solution.

This paper explains how a trust worked with a higher education institution to provide continuing education for clinical staff. The result was a staff development award that carries 60 CATS points at level 2. Evaluation shows that the award has not only helped staff in their practice but has also been cost-effective. In addition there have been benefits in terms of professional development for staff involved in running the programme.

Education, Nursing, Continuing↗
PubMedDate not supplied

Staff development: an alternative to inservice education.

Continuing education may be viewed from two perspectives. Inservice programs are often perceived as externally mandated activities oriented toward the correction of deficiencies. In contrast, the staff development approach involves the shared decision making of the participant and supervisor in the planning, implementation, and evaluation stages of the learning process. Research indicates that the philosophical and managerial perspectives associated with staff development enhance efforts at implementing change.

Education, Medical, Continuing↗
PubMedDate not supplied

Dynamics of a medical staff development plan.

All hospitals must work at retaining a strong, stable, and highly qualified medical staff. To successfully do this requires a formal medical staff development plan. Institutions without such plans could be operating at a loss down the road.

Medical Staff, Hospital↗
PubMedDate not supplied

A plan for staff development in gerontologic nursing.

Although aging of the population is evident and increased use of health services by the elderly is well-documented, the knowledge base of acute-care nurses in gerontologic nursing may be insufficient. Nursing staff development educators are in a strategic position to respond to this deficit. The approach used by an 800-bed Veterans Administration Hospital to determine the gerontologic learning needs of its nursing staff and a plan to meet these needs is reported. Recommendations for other organizations that plan to provide staff development in gerontologic nursing are offered.

Education, Nursing, Continuing↗
PubMedDate not supplied

Budgeting from bedside to boardroom. A staff development course.

This article describes a course designed for use by staff development departments that incorporates the information and skills needed for staff nurses and nurse managers to become contributing partners in the financial planning management of their units, their division, and their organization. The delicate balance between the delivery of quality care and corporate economic stability can best be fostered by knowledgeable practitioners and administrators who share a common philosophy of care giving and fiscal accountability.

Budgets↗
PubMedDate not supplied

Acute/critical care nurses' knowledge of physical restraints--implications for staff development.

The use of physical restraints in acute care facilities has become a routine practice. Although nursing home settings have been federally mandated to reduce reliance on restraints, there has been no indication of a reduction in hospital settings. Staff development educators can provide guidance in the proper use of restraints. A total of 235 acute/critical care nurses from 17 states were asked to complete an 18-item knowledge questionnaire about the proper use and application of restraints. A majority (n = 142; 60.4%) had 13 of the 18 questions correct. The results suggest variability in knowledge about restraints due most likely from lack of information rather than misinformation. One hundred fifty-four nurses (65.6%) stated they were unsure about caring for a restrained patient. The authors describe implications of the study findings for nursing staff development and offer an outline for an inservice program on restraint use.

Adult↗
PubMedDate not supplied

Evaluating a staff development physical assessment program.

This program evaluation assessed whether nursing staff who took a mandatory physical assessment course were using the information in their daily practice. A questionnaire designed to assess clinical usage of 17 physical assessment skills was sent to the nurses who completed the first four classes of the assessment course. The results showed that the majority of the nurses used only nine of the 17 skills on a daily basis. Skills used most frequently were mental status and skin system assessments. The skills reported as least used were assessments for extraocular movements, cranial nerves, and jugular vein distention. These results imply that nurses may be applying only those skills required by the patient population on their particular unit. Staff development educators need to reassess physical assessment course content and tailor the courses to teach the skills required for specialty patient populations.

Adult↗