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Staff development and inservice educators may be called on to respond to their organizations' need to recruit and retain nurses. One important role is to promote professional commitment and loyalty. This article describes the Gardner Career Commitment Scale as a tool for use in human resources management and decision making to assess career commitment.
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Staff development programs act as agents of change in the health care organizations in which they operate. This article suggests that certain consultative techniques and strategies be used by staff development personnel as alternatives to traditional instructional techniques, to bring about positive change more effectively
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Traditionally, most nursing staff development departments are either decentralized or centralized. This article presents the advantages and disadvantages of each of these organizational systems and describes a model used at the National Institutes of Health that combines elements of both. Strategies to control for the disadvantages are outlined. This organizational structure may enable staff development educators to better meet the educational needs of nurses in today's health care settings.
Clinical nurse preceptors, staff development specialists, and staff nurses are becoming more involved with the clinical learning experiences of new graduates, nursing school students, and the highly mobile, experienced nurse. Assessment of learning styles and the cognitive process is necessary for the implementation of successful orientation programs. Consideration of the bipolar learning style of field-dependence/independence can be useful for preceptors involved with teaching in the clinical setting. This article reviews the development of the concept of field-dependence/independence, identifies associated characteristics, and discusses assessment of learning style. Specific teaching strategies for both field-dependent and field-independent learners are discussed.
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BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.
The purpose of the study was to develop a human-relations-modeled staff development program and obtain an objective measure of the level of empathy of registered nurses who practiced in an acute- and chronic-care hospital. The short-term human-relations-modeled staff development program was designed specifically to assist nurses who scored low in empathy to increase their abilities to perceive and respond with greater empathy. The study indicated that all nurses tested possessed an extremely low level of empathy, that the staff development program significantly raised their levels of empathy, but that more training was needed to enable all or the majority of subjects to reach at least the minimal facilitative level necessary to help another person successfully.
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.
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.
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.
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.
Medical education nowadays experiences an increasing gap between the potential didactic value of educational technology and the practical implementation thereof. One of the important obstacles is the tendency to separate media and media agencies from staff development. A new conceptual model was designed for staff development in medical education, which incorporates media as one of the fundamental components. In application of this model the Bureau for Medical and Dental Education at the University of Stellenbosch medical school directs its media activities and services to the improvement of instruction and learning. For example instead of only offering technical audio-visual production services, medical teachers are also taught how to use different media effectively in teaching and learning. In this way media are directly related to staff development.