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PubMedDate not supplied

Creating and using staff development standards.

This article is an overview of the development of the revised Scope and Standards of Practice for Nursing Professional Development, published by the American Nurses Association in 2000. It provides some background information about the standards, and discusses implications for staff development educators. The framework for these revised standards is continuing competence, which is essential to promote evidence-based practice.

American Nurses' Association↗

PubMed1979

Structured educational program for staff development.

The development of a mandatory continuing education program for the pharmacy staff of a 675-bed hospital with 10 decentralized pharmacy satellites is described. The therapeutic topics selected for presentation were antibiotics, immunology and adverse drug reactions, diabetes mellitus and acid-base disorders. The format for each subject included a pretest of basic knowledge, a comprehensive lecture, a tape recording, supplemental handout material and readings, and a posttest. Posttests were scheduled three to four weeks following lectures to allow preparation time. Questionnaires were used to evaluate acceptance of the program. Posttest scores for each of the four topics were significantly better than pretest scores (p less than or equal to 0.0001). Questionnaire responses indicated that 97% of the participants believed the program to be worthwhile, and 94% voted to continue the series. The success and acceptance of this approach to continuing education support its application to a comprehensive program of staff development.

Chicago↗

PubMed1995

Staff development to meet radical change.

At times of radical change innovative methods of staff training and development are required to broaden horizons and increase personal confidence. Outdoor pursuits offer a range of personal and group experiences not available in a classroom. Real-life experiences in which actions have immediate consequences are vital components for staff development.

Adaptation, Psychological↗

PubMed1996

Staff development of tutor skills for problem-based learning.

The medical faculty of the University of Liverpool is undergoing a major curriculum reform from a traditional course to a student-centred curriculum. To help facilitate the change, staff have been supported by a staff development programme. This paper describes the initial work-shop in a programme introducing problem-based learning for over 300 participants, and its evaluation.

Education, Medical, Undergraduate↗

PubMedDate not supplied

Understanding learning styles. Implications for staff development educators.

The authors present information for understanding diverse learning styles among RNs. Various learning-style assessment tools are presented. Emphasis is placed on the use of a learning-style instrument that addresses multiple learning-style constructs. Implications for staff development educators are discussed.

Education, Nursing, Continuing↗

PubMed1989

Nursing staff development and facility design for medical-psychiatry units.

Successful operation of a medical-psychiatry unit requires special considerations in nursing staff development and facility design. This article will discuss in detail issues related to the selection, training, and development of a medical-psychiatry unit nursing staff. Organizational details regarding establishing schedules and staffing patterns are examined in detail. Additional areas reviewed are special adaptations in the architectural and physical facility design as well as the medications, equipment, and supplies needed to provide optimal medical and nursing care to the medical-psychiatric patient population. The essential diagnostic and clinical services that should be available for patients on a medical psychiatry unit are also defined.

Combined Modality Therapy↗

PubMed1994

A case study in planning staff development. What do teachers really need?

Through individual interviews and small focus groups, teachers, support staff, parents, students and administrators participated in a training needs assessment (TNA). The purpose of the TNA was to seek information about actual or current performance of teachers signing skills, the optimal performance desired, feelings, causes of performance problems and possible solutions from a variety of perspectives. All TNA participants provided information about how the program may help to motivate, facilitate and enhance teachers' communication skills in the classroom. The use of the TNA was an effort to collaborate with teachers rather than criticize them for their level of signing skills. The case study demonstrated that staff development alone was not the remedy for performance problems and that other factors contributed to teacher performance.

Deafness↗

PubMed1991

Staff development through analysis of practice.

Dreyfus and Dreyfus's (1986) five-stage model of skill acquisition is integrated with findings from the American Occupational Therapy Association/American Occupational Therapy Foundation Clinical Reasoning Study. This model is presented as an organizing framework for staff development. Strategies for the recognition and retention of experienced clinicians who can serve as mentors for newer colleagues are identified.

Clinical Competence↗

PubMed1993

Integrating the needs of the individual and the institution in staff development.

This article describes how basic human needs and the needs of radiology departments can be integrated in a way that leads to personal and organizational growth. After discussing human and institutional needs, the author analyzes an advancement program used at one hospital and then presents a case study in effective staff development.

Career Mobility↗

PubMed2006

The perfect role for nursing informatics: Nursing staff development.

This is an opinion paper on the role of the hospital-l based nurse educator and the relevance of Informatics training for that position. The term "Nurse Educator" (NE) is used here describing a non-faculty position in a hospital or facility that deals with staff development of nurses. The standard roles for Informatics Nurses tend to be in the Information Technology (IT) department where exposure to practicing nurses is limited and decisions can be made without nursing practice input. The standard roles for the nurse staff educators tend to be involved with nursing decisions and nursing practice on various levels. This paper will discuss how having nurse educators prepared in informatics can strengthen nursing and patient care. Examples of problems where the nurse educator can use appropriate informatics solutions are outlined.

Humans↗

PubMedDate not supplied

A staff development plan for the graying of America's hospital patients.

In this article, the authors describe a program created by a nursing inservice department to address the graying of America's hospital patients. The increased number of aging patients presents a challenge that hospitals must confront. Elderly patients who take longer to get well and consume more resources make unprecedented demands on nursing staff members. Because basic nursing education programs fail to address the problem, the task of preparing nursing personnel to care for aging patients falls to the hospital's department of staff development.

Aged↗

PubMedDate not supplied

Coaching as a framework for developing staff in the operating room.

This paper looks at coaching as a framework for facilitating the development of staff in the Operating Room. It defines coaching as an ongoing, face-to-face interaction between the learner and coach that supports and encourages employees to aspire to their best efforts. It stresses that coaches are not born but trained in life skills that they practice regularly.

Education, Nursing, Continuing↗

PubMedDate not supplied

Incorporating the affective domain into staff development programs.

This article describes several teaching methods that feature the affective domain. Exercises are used to help nurses explore their feelings and attitudes about sensitive issues. The teaching examples are from orientation, oncology, enterostomal therapy and psychosocial classes. Participant evaluations show that by incorporating the area of emotional function into staff development programs, nurses can learn that therapeutic relationships require care, self-awareness, and awareness of other's emotional needs.

Affect↗

PubMedDate not supplied

Stimulating peers to publish: the role of staff development.

To develop their knowledge base, nurses need to be encouraged to develop writing skills. This article reports the planning, implementation, and evaluation of a 1-day Writer's Workshop designed to educate and mentor RNs. Specific objectives, preworkshop assignments, and course content are outlined. The workshop may be provided by staff development educators in various healthcare settings to stimulate RNs to write for publication.

Education, Nursing, Continuing↗

PubMedDate not supplied

A review of preceptorship in undergraduate nursing education: implications for staff development.

Nurse educators regularly develop clinical learning experiences for undergraduate students using the expertise of experienced RNs as preceptors. Preceptors help students develop a knowledge base and clinical skills. This article reports a literature review and summarizes the benefits of preceptorship, outlines preceptor responsibilities and qualities, and discusses the process of preceptor selection and role preparation. Suggestions for collaborative efforts regarding the preceptor experience among staff nurses, nurse educators, and staff development educators are highlighted.

Education, Nursing, Baccalaureate↗

PubMed1980

How cost-effective is your staff development program?

The authors describe a ratio formula that facilitates computation of the cost-effectiveness of staff development programs and activities. They also provide an account of how the formula was applied in one hospital, and include worksheets for educators to use in determining their own department's cost-effectiveness.

Cost-Benefit Analysis↗

PubMedDate not supplied

The role of staff development in assuring competence.

Leaders and educators from many facilities are struggling to understand what is expected of them, relative to competence assessment, by the joint Commission on Accreditation of Healthcare Organizations (JCAHO). Some have responded to the standards with the creation of a large number of checklists and annual skills fairs, along with a fragmented competence assurance system--all delegated to the staff development department. This article discusses such approaches, reviews JCAHO requirements, and suggests alternative strategies, including the use of the Nursing Interventions Classification.

Clinical Competence↗

PubMedDate not supplied

Faculty practice in joint appointments: implications for nursing staff development.

Faculty joint appointments can capitalize on the talents and unique knowledge of nurses in varied settings. Altered role expectations, recurring emphases on cost control, and demands for accountability in the transforming health care system urge academic nursing faculty and clinically-based nurses to work together to achieve requisite health care and educational outcomes. This article addresses the types of faculty practice models, discusses three major role types of joint appointments, and presents the benefits and challenges of faculty functioning in joint appointments. Implications for nursing staff development are examined.

Education, Nursing, Continuing↗