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The development of productivity systems for hospital education departments is reported. A time-based and value-based approach to documenting productivity is discussed, and the design and implementation process of a specific productivity tool is detailed.
The educational QA plan and report provided better definition of the educator's role in a hospital setting; clearer understanding of relationships between QA professionals and management; more realistic goals and objectives reflecting the education department's capabilities; better communication and documentation of the education department's accomplishments including the rationale behind all decisions and actions; increased accountability for the educator, manager, and QA professional; and a mechanism for receiving and distributing problem referrals.
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Productivity is uppermost in the minds of most nurse executives. To protect patient caregivers, nurse educator and clinical specialist positions are being cut. Thus, for hospital nursing educational departments to survive, it is essential that the educational process be defined and include the expectations of the organization and employee as well as the means by which these outcomes can be measured. This article briefly analyzes the factors that have helped to create the current crisis, and then reviews the methods by which nurse administrators can provide some solutions without decimating their educational support services.
In today's healthcare environment, staff development specialists have experienced a shift from a nursing-focused approach to education to an organization-wide approach. The change fosters both challenges and opportunities for the staff development specialist. This article describes the strategies used by a department of nursing education to successfully transition to a hospital-wide department of education.
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Education and training are vital and yet rapidly changing components of the health care delivery system. Understanding and adapting to these changes are critically important to all health care professionals who represent the leadership in the industry. A major objective of the American Society for Healthcare Education and Training is the periodic measurement, assessment, and reporting of these changes. Toward this objective, ASHET commissioned a survey of its entire national membership in the fall of 1988. The following are the results of this survey.
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This article explains the development of a computerized, educational record-keeping system. Steps in the decision-making process, as well as options to be considered, are detailed. This information will help nursing staff development educators implement or change their own nursing education documentation system.
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Explore the source record for details and available documents.
The world of health care education has been changing. This article has documented some of that change reflected in a recent survey. It has also provided some suggestions for the health care educator in making decisions regarding the structure of education, programs of education, and the marketing of education. Change frequently brings frustration, confusion, and stress. For health care educators, it brings all of that. However, this is a very exciting time to be part of health care education. Transitions enable us to develop health care education in new ways that are rewarding for the organization and for those involved.