Staff development

Healthcare quality

1. Staff Development By / Mahmoud Shaqria محمود محمد شقريه

2. Outlines: Definition of staff development. Purposes of staff development. Agency-wide staff development arrangement. 1-Centralized. 2- Decentralized. Components of staff development. 1- Orientation. 2- Skill training. 3- Leadership and management development. 4- Continuing education.

3. Importance of nursing continuing education. Basic elements for designing and implementing the program.

4. Introduction Staff development is a process directed towards the personal and professional growth of nurses and other personal while they are employed by a health care agency. Staff development refers to all training and education provided by an employee to improve the occupational and personal knowledge, skills and attitudes of rested employees.

5. Definition of staff development Staff development is a planned learning activities and experience, includes both formal and informal learning activities within and outside the agency in order to help a person perform more effectively as a worker and a person. Staff development usually refers to learning activities designed to facilitate the clinical staff’s job-related performance.

6. Purposes of staff development The purposes of staff development is to assist each nurse to improve performance in his position and to acquire personal and professional abilities that maximize the possibility of career advancement through: 1- Provide nurses with continually up-grade in order to meet changing patient and community needs. 2- Help nurses to improve, maintain or acquire specific skills.

7. 3- Promote quality of patient care by providing educational opportunities that are directed towards meeting learning needs of all personnel in all categories. 4- Promote the nurses career advancement. 5- Increase nurses productivity. 6- Staff development activities include training and education needed because social change and scientific advancement cause rapid nursing knowledge and skills. 7- Education should be transmitted to bring cultural change.

8. Agency-wide staff development arrangement 1-Centralized In this design an agency-wide staff development department is responsible for the development of all hospital personnel, including nurses. Or when a separate nursing education department is responsible to provide nursing development program to all nurses in the hospital. 2- Decentralized In this design the nursing staff development program provided at the nursing unit level. The head nurse in each nursing unit is responsible for orientation of new nurses or to provide new knowledge, skills to the nursing staff.

9. Components of staff development The National League of Nursing designated the components of staff development programs into four program areas. 1- Orientation. 2- Skill training. 3- Leadership and management development. 4- Continuing education.

10. 1- Orientation program Orientation typically occurs at the beginning of employment and/or any time there are changes in roles and responsibilities of the nurse. Orientation is the process of acquiring a new nurse with work environment, so she can relate quickly and effectively to new surroundings. Orientation training program introduces new employee to these basic aspects of her job. In the hospital field of any new nurses are appointed first the sparser has to discuss with them the job chart, Policies, procedures and fulfillment of objectives, standing orders policies of institution orientation skill training has to be given for development of knowledge and skills.

11. Orientation of new nurse consists of two parts: - Induction training: Provide the new nurse with information about; policies rules and regulation, structure, holidays, sick time benefits, pay dates, position classification, and promotion opportunities. - Job orientation: orientation about the position the nurse was hired, which includes; activities, responsibilities, relationships, supervised by whom, and the subordinates she is going to supervise.

12. Goals of orientation 1-The nurse feels like a welcome. 2-The nurse understands accepts and supports the expectations of the service unit. 3-The nurse is able to meet basic performance expectations of the service unit.

13. 2- Skill training program Skill training is a practical knowledge in combination with ability of learned physical or intellectual skills of the learner. Training May be defined as an method of ensuring that people have knowledge and skills for a specific purpose that they acquired the necessary knowledge to perform the duties of the job. It is expected to acquiring new skills will increases productivity or create a better product.

14. Skill training programs are designed to meet these objectives: (1) Provide the hospital and patients with staff who know and are able to perform correct nursing procedures. (2) Enable nurses to meet standards established for quality of performances. (3) Promote job satisfaction and reduce friction. (4) Help nurses to be familiar with changes in methods and techniques. Content of the program Skill training program covers: Technical and manual skills. Also, communication skills, which are vital to good nursing care and to teaching.

15. CHARACTERISTICS OF GOOD TRAINER Identify training needs accurately. Be organized and fully prepared for training delivery. Be ready to change and adapt, always thinking on their feet. Have confidence speaking in public. Have the ability to remain focused. Be able to handle difficult situations and complex group dynamics.

16. Design effective and engaging training programs. Have a thorough understanding of the program subject matter. Communicate clearly at all times. Be patient. Practice good time management. Evaluate the outcome of training program.

17. 3-Leadership and management development program Most health care organizations require some forms of leadership and management development program as part of the staff development supervisory and management staff who is promoted from within the hospital. Objectives Leadership and management development

18. Leadership and management programs are designed to meet these objectives: 1- Spread leadership and management competency among personnel(decentralized leadership). 2- Increased delegation of authority, developing professional accountability. 3- Reducing costly turnover in top position. 4- Assist the nurses to project her own personality into the job using desirable concept of leadership and management. Broaden selection possibility for promotion.

19. 4- Continuing education Continuing education refers to learning experiences designed to enrich the nurses' contributions to quality health care and professional career goals. Continuing education provides personnel with the opportunity to learn new knowledge and skill to up-to date new educational needs.

20. Importance of nursing continuing education: 1- The nurse is able to adapt her practice to technological nursing and medical advances. 2- The nurse is able to improve her ability to provide quality nursing care. 3- The nurse leader is able to provide effective management based on current managerial theory practice and research. The nurse leader is better able to create an environment through the management of human and physical resources that facilitates the provision of quality care.

21. LIFELONG EDUCATION It is the most important part of a total in-service program. It helps to analyze: Specific points in the nursing care of individual patients. Gaps in nursing care are to be reported. Reports on one or more patients admitted in 24 hrs. Importance of charting. New diagnostic test. Changes in nursing procedure.

22. Basic elements for designing and implementing the program Identifying learning needs Establishing priorities Formulating objectives Selecting and organizing learning materials Designing plans for learning experiences Selecting teaching strategies Implementation Evaluation

23. Identifying learning needs Identifying learning needs is the basis for developing sound and meaningful staff development program. A learning need is described as a gap or a discrepancy between what nurses know and what they need to learn to carry out role expectations or to prepare foradditional responsibility. Sources of identifying learning needs: Society (e.g. presence of AIDs), organization (e.g. Hospital policy), and individual (e.g. starting new nursing procedure, previous experience).

24. Methods of identifying learning needs Identification of needs is divided into four area : a- Observation of personnel performance. b- Verbal and written communication with and from personnel. c- Analysis of records and reports. d- Changes within and outside its agency.

25. 2-Establishing priorities After needs are determined , they are translated into action and priorities are established. Prioritizing needs depends on the following factors: economic factor, time factor and abilities of nurses. - 3 Formulating objectives Once learning needs have been identified, the objective of the program should be stated. Stating objectives is very important because it provides criteria for selecting content of the program, selecting teaching strategies and selecting evaluation methods.

26. Types of educational objective There are three types of educational objective General objective Intermediate objective Specific objective 1-General objective General objective correspond to the functions of the type of health personnel trained in the organization. Example: providing preventive and curative to the individual and the community in health and in sickness

27. 2-Intermediate objective Intermediate objective arrived at be breaking down professional functions into components (activities) which together indicate the nature of functions. -Example, planning and carrying out a blood sampling session for a group of adults in the community. 3 - Specific objective Specific objective corresponding to (or derived form) precise professional tasks whose results are observable and measurable against given criteria. -Example: using the syringe, to take a blood sample (5ml) from the cubital vein of an adult (criteria absence of haematoma ) amount of blood taken within 10% of the amount required, and not more than two attempts.

28. -4 Selecting and organizing learning materials After determining program objectives, the next step is the selection of learning materials in relation to desired objectives, principles of adult learning also influence how learning materials are to be constructed. Adult learn best when learning materials are well organized.

29. 5- Designing plans for learning experiences - This step involves the actual development of the program and includes: Teaching plan. In formulating teaching plan, all the behavioral objectives should be identified as well as content and teaching methods. Also, it may be desirable to identify the teacher and the time block. These plans should be kept as a matter of record. Time schedule.

30. A time schedule should be used to show each instructor , trainer's class and clinical schedule in order to determine where the staff development educators are located and what learning offerings are scheduled for the designated time. Staff assignment One of the best methods in making staff development is based on clinical expertise because it is impossible for all staff development educators to be experts in all of the clinical areas.

31. 6- Selecting teaching strategies Teaching strategies that are widely used for staff development program are; Lectures, Demonstrations, Conferences, Discussion, and Role playing

32. 7- program implementation. - Refers to actual presentation of the content and learning experiences that were selected and organized during the planning phase. Implementing the program requires preparing of the climate setting and time schedule. Climate setting It refers to physical environment in relation to sound, light, temperature and arrangement of furniture. Climate setting also refers to relation to comfortable learning atmosphere that allows participants to know each other also free flowing communication between clinical personnel, planners and teacher as helper or facilitator.

33. Time schedule Time schedule for a staff development program that was previously developed in the planning phase must be handled for both learners and instructors. It must indicate duration of the program, duration of each session, outline of content of each session, instructor responsible for content presentation, method of teaching used, as well as methods of evaluation.

34. 8- program evaluation - Evaluation is an integral part of the program . It is a continuous and ongoing process for , Measuring the extent to which the desired objectives have been met. Judging the worth of the program , quality of teaching used and instructors - Type of evaluation : Evaluation has two types used in evaluating staff development program Formative evaluation: provides data allowing changes in the course while it is being taught. These data facilitate adjustment of both course content and method of teaching to meet learners needs. it can be conducted before or during the program Summative evaluation .Examines the achievement of specific learning objectives as change in knowledge, practice and attitudes through measuring practice in the clinical area and patient outcome

35. Methods of evaluation: There are different method that can be used in program evaluation, the choice of the methods depends on, desired information, what is to be evaluated, and the availability of time and resources. For evaluating worth of the program or learners feeling about the program:

36. This can be evaluated through the use of 1- A structured questionnaire, that asks learner about the effectiveness of the program regarding its content, method of teaching…… -2 Participation , attendance of participants or learners in learning session 3-Giving feedback is very important to participants. 4- After the evaluation of the program , there is a need to move into a systematic follow up plan for the improvement , and modification of the program.

37. Roles and Functions of Administrator / Manager in Staff Development Roles Applies adult learning principles when helping employees learn new status Coaches employees readily regarding knowledge and skill deficits Activity seeks out teaching opportunities Uses teaching techniques that empower staff Is section to the learning defects of the staff Frequent assess learning needs of the unit

38. Functions Works in reduction departments to delicate should individual responsibility for staff development Ensure that are the adequate resources for staff development Assumes responsibility for quality and fiscal control of staff development activity Makes appropriate decision regarding educational resources allocation in fiscal constraints Ensures that all stage are competent for roles assigned provides input in formulating staff development policies

39. References [1] C.M. Prasad. “Principles & Practice of Management” 6th edition, 2004, Sultan Chand & Sons Publication – Page No. 214 – 18. [2] Chabra , 2003 “Principles Practice of Management”, 8th Edition; Darpar Rai and Co., New Delhi. [3] Francis, C.M. Soyza,M . C. de, (2000) “Hospital Administration” 3rd edition, Jaypee Brothers, New Delhi – 270 – 281.

40. Thank you