STAFF DEVELOPMENT PROGRAMME: IN-SERVICE AND CONTINUING

EDUCATION

INTRODUCTION:

Staff development is the process directed towards the personal and professional growth of
nurses and other personnel while they are employed by a health care agency. It is essential for
the up liftment of professional as well as administrative field. Staff development programme
helps in updating the knowledge and practice of professionals. It is applicable not only to the
nursing field but also to all the professional fields.

DEFINITION:

Staff development refers to all training and education provided by an employee to improve
the occupational and personal knowledge, skills and attitude of vested employees.

GOAL:

To assist each employee to improve performance in his or her present position and to acquire
personal and professional abilities that maximizes the possibility of career advancement.

NEED FOR STAFF DEVELOPMENT:

 To meet social change and scientific advancement. It causes rapid changes in nursing
knowledge and skills.

 To provide the opportunity for nurses to continually acquire and implement the
knowledge, skills and attitudes, ideas and values essential to maintain high quality nursing
care.

 To meet job related learning needs of the nurse – (e.g., continuing education, in-service
education, extramural education and post basic education).

 Fill the gaps between theory and knowledge.

 To achieve personal or professional development eg, promotion.

 To prepare for future tasks or trends.

PRINCIPLES INVOLVED STAFF DEVELOPMENT:

 Activities must base of needs and interest of employees and organization.

 Learning is combination of theory and experience.

 Learning is internal, personal and emotional process.

 Learning involves changes in behaviour.

 should be encouraged to contribute in learning process.

 Problem solving approach is well suited because; effective learning takes place when there
is need/problem.

 Positive reward is effective.

 Teaching – learning should be based on educational psychology.

 Learning can be maximized by providing favorable condition.

 Learning is active process i.e., teacher and learner should be active in learning.

 Teaching must satisfy learning needs of an individual.

 Use variety of sources for learning as adult learners have wide range of previous
experience.

STAFF DEVELOPMENT MODEL FOR GOAL ACHIVEMENT OF THE HEALTH

CARE AGENCY, THE NURSE AND THE NURSING PROFESSION

Staff development model is based on the aforementioned philosophical statement, that the
activities within a health care agency are directed towards achieving a high quality care
through the mutual goal oriented efforts of the health care agency, nursing profession and its
practitioners.

This model has three main components.

 Education
 Experience

 Socio-economics

STAFF DEVELOPMETN MODEL:-

Educational component includes:

The educational component assumes that the nurse is motivated to continue learning through
involvement in educational activities endorse by a health care agency and the nursing
profession. It may take the form of continuing education – in service education and
extramural education or post basic nursing education. Staff nurse is self-motivated for
learning. She may accept any type of staff developmental activity, comes under local agency
or outside agency.

 In-service education is referred to an agency based educational activity. It begins with

orientation to the health care agency and to a particular position and continues in the form of
specific skill training related to nursing or more generalized skill training related to patient
care within the context of the health care team.

 Extramural education includes short courses, conferences, seminars and like, which are
planned for group learning, as well as programmed learning and correspondence courses.

 Post basic education refers to formal study at degree-granting institution. It involves full
time commitment to an academic programme leading to university diploma, certificate,
baccalaureate degree, master‘s degree or doctorate degree etc.

Experience:

Nursing practice and experience in daily life are integral parts of staff development. Planned
approach to the daily assignment of nursing responsibilities is both a benefit to the
development of the nurse practitioner and prerequisites to high quality patient care. For
quality care – experiences may be planned or unplanned. Experiences are curricular and co-
curricular and self.

Socio-economic component:

It involves health care agency, the nurse and nursing association in management, planning,
counseling and employee – employer relations.

 The effectiveness of man power planning depends on needs assessment, which is

influenced by the standards set by the nursing profession and the job commitment made
between the health care agency and the nurse.

 Counseling includes career planning as well as performance evaluation for the benefit of
both the health care agency and the nurse.

 Employee-employer relations are reflected in the personal practices, form the basics of
policies underlying staff development in any agency.

The interrelationship of the components provides the framework for purposeful staff
development structured to meet the needs of both a health care agency and the nurse.

TYPES OF STAFF DEVELOPMENT:

Staff development includes formal and informal group and individual training and education.
Staff development activities include the following:

INDUCTION
TRAINING

JOB ORIENTATION
CONTINUING STAFF
EDUCATION DEVELOPMENT

IN SERVICE
EDUCATION

Induction training (3 days): Is a brief standardized introduction to an agency‘s philosophy,

purpose policies and regulations given to each worker during her or his first two or three days
of employment in order to ensure his or her identification with agency‘s philosophy, goals
and norms.

Job orientation (2- 24weeks): Is an individualized training programme intended to acquaint

a newly hired employee with job responsibilities work place, clients and co-workers.

In-service education(2- 8hours): It is a planned educational experience provided in the job

setting and closely identified with service in order to help the person to perform more
effectively as a person and as a worker.

Continuing education: Is a planned activity directed towards meeting the learning needs of
the nurse following basic nursing education, exclusive of full time formal post basic
education.
Extramural education: Is a community based education directed towards meeting the job
related learning needs of the nurse and other personal.Exclusive of full time formal study at a
degree granting institution.

FACTORS INFLUENCING STAFF DEVELOPMENT PROGRAMME

The major factors that determine the administrative structure of an agency-wide staff
development programme are:-

 Administrative philosophy, policies and practices of health care agency

 Policies, practices and standards of nursing and other health professionals

 Human and material resources within the health care agency and community

 Physical facilities within a health care agency and community

 Financial resources within a health care agency and community

FUNCTIONS OF STAFF DEVELOPMENT PERSONNEL:

Personnel assigned to staff development should provide the following consultative functions
for health care agency.

 Determination of the administrative structure of the staff development programme.

 Determination and establishment of organizational methods, policies and procedures for a

staff development programme.

 Determination and establishment of lines of communication for the utilization of facilities

and resources personnel for the staff development programme.

 Determination of organizational and individual staff development needs and priority.

 Development of measurable short and long term objectives for staff development
programmes.
 Promotion, development, implementation and evaluation of programmes to meet these
objectives.

 Planning, co-ordination and utilization of community resources to assist in meeting these

objectives.

 Provision of a consultative service and a resource for information relative to staff

development.

PROGRAMMES FOR STAFF DEVELOPMENT

Orientation Programm Skill Training Programme Leadership and management development

Continuing education

1. Orientation Programme:
 Is the process of acquiring anew staff with the existing work environment so that
he/she can relate quickly to his/ her new surroundings.
 It is assigned for new staff. It is given at the initial stage of employment or when a
staff takes new responsibilities.
2. Skill Training Programme:
 Skill training may be a manual or technical skill of doing for people or skill in dealing
and working well with people.
 It provides the nursing staff with the skills and attitude required for job and to keep
them abreast of changing methods and new techniques.
 Often it is the continuation of the orientation programme.
 It is designed to new and older staff.
3. Leadership and management development:
 To improve the managerial abilities of persons at every management level as well as
potential managers to produce the greatest degree of organizational progress.
 It should be begin by establishing agreement among top and middle level managers as
to proper authority, responsibility and accountability for managers at every level.
 Need can identified by incident reports, turnover rates, patient audits and quality
control reports.
4. Continuing education:
 Formal, organized, educational programme designed to promote the knowledge, skills
and professional attitude of nurses.
OTHER ACTIVITIES OF STAFF DEVELOPMENT

 Make rounds with the physicians

 Attend medical round in a teaching centre

 Visit another hospital to observe their method of patient care

 Attend professional meetings, conferences, etc. and present papers

 Read articles of special interest and report them to staff

BENEFITS OF STAFF DEVELOPMENT:

For the employees:

 Leads to improved professional practice

 Aids in updating knowledge and skills at all levels of organization

 Keep the nurses abreast of the latest trends and developments in techniques

 Equips the nurses with knowledge of current research and developments

Helps the nurses to learn new and to maintain old competencies

For the organizations/employer:

Keeps the nursing staff enthusiastic in their learning Develop interest and job satisfaction
amongst the staff Develops the sense of responsibilities for being competent and
knowledgeable Creates an appropriate environment and sound decisions as well as using
effective problem solving techniques Helps the nurse to adjust to change Aids in
developing leadership skills, motivation and better attitudes Aids in encouraging and
achieving self development and self confidence Makes the organization a better place to
worker

ROLE OF ADMINISTRATOR IN STAFF DEVELOPMENT PROGRAMME

Preceptorship:
 In most of the hospitals have a staff development coordinator who is responsible for
continuing and in-service education programmes. A staff nurse is selected as a preceptor to
assist the new nurse in the unit based on their skill and competence.

The role of the preceptor are:

 As an orienteer

 As a teacher

 As a resource person

 As a counselor

 As a role model and evaluator

IN-SERVICE EDUCAION:

DEFINITION:

1. In service education is defined as a continued programme of education provided by the

employing authority, with the purpose of developing the competences of personnel in their
functions appropriate to the position they hold, or to which they will be appointed in the
service.

2. In-service education is a planned instructional or training programme provided by an

employing agency in the employment setting and designed to increase competence in a
specific area.

3. In-service education is an ongoing on-the-job instruction that is given to enhance, the

worker‘s performance in their present job.

AIM OF IN-SERVICE EDUCATION:

In-service education aims at developing the ability for efficient working and the capacity for
continuous learning, so that one may adapt to changes with judgment and produce profitable
services which become an important tool for the health care of the society and nation.

CONCEPTS OF IN-SERVICE EDUCATION:

 In hospital nursing services, it becomes the process of helping the nurse to carry out the
functions with their obligations for nursing services. It helps to develop their skills necessary
to reach the ultimate goals of health agency. i.e.

(i) The highest quality of the patient care, and

(ii) (ii) to keep abreast of changing technique and use of sophisticated tools and
equipment.

Help a person’s performance

effectively as a personal work Planned education activities

CONCEPT

Provided in a job setting

Closely identified with service

CHARACTERISTICS

 It should be given in job setting.

 Every programme should be planned and ongoing.

 It should be closely related and identified with service components.

 It should help the employees learning and improve her/his knowledge, skills and attitude.

FACTORS INFLUENCING IN-SERVICE EDUCATION:

The economic, social, medical and technological sciences which affect that society will
affect nursing in-service education. The related factors affect the in-service education
programmes are:-
1. Cost of healthcare – In-service education programme may increase the efficiency of
nursing services, but it adds additional expenditure on health care delivery system.

2. Manpower – In-service education requires need qualified human resources, leads to

increase human resources.

3. Changes in nursing practices – it leads to frequent changes in the programme and

inservice education.

4. Standards of nursing practice

5. Organization of nursing departmental planned approaches is regular.

APPROACHES TO IN-SERVICE EDUCATION:

The pattern of in-service education desired to be:

 Centralized Approach

 Decentralized Approach

 Co-ordinated Approach

1. Centralized Approach: -
The in-service curriculum ought to emanate from and be conducted by nursing personnel
in the central administration of the agency. None of the learners are consulted or
participate in planning learning experiences and yet are expected to attend an in-service
offering.

Advantages:

 Budget control

 Evaluation of programme can be facilitated

 Prior decision on resources, people, places and things

 Committees are directed to work on specific problems identified by administration.

Disadvantage:
 It may lead to in reducing spontaneous, interested participation and enthusiasm of
learners.

2. Decentralized Approach: -

It is planned by and conducted for the employees of one or more units. The employees are
expected to keep administration informed of their activities and possibly consult with
administration when help is wanted, but the employees are expected to develop and direct
their own learning experiences.

In this approach, control in planning for an in-service is a responsibility of employees and the
qualities which are valued more are self direction, initiative and participation.

Advantages:

 Individuals are working in the same unit and confront problems are common

 Share the responsibilities for meeting the in-service needs

 Proper contribution of the participants is expected

Disadvantages:

 Lack of leadership

 Conflicts

 Inefficiency

 Less or no budget

3. Co-ordinated Approach: -

It is a compromise between the centralized and decentralized patterns in that, while the
practicing nurse does indeed carry a large measure of responsibility for the in-service
curriculum, the central administration of nursing personnel of the agency is responsible for a
broad programme which is of importance to all nursing personnel. This approach involves
both nursing administrators and practitioners in complementary way.

Advantages:

 Mutual co-ordination and assistance to central administration is improved

 Duplication is avoided

 Unity of efforts is maintained

CONTINUING EDUCATION

DEFINITION:

1. Continuing education is ―any extension of opportunities for reading, study and training to
any person and adult following their completion of or withdrawal from full time school
and /or college programmes.

2. Continuing education is an ―educational activity, primarily designed to keep the

registered nurses abreast of their particular field of interest and do not lead to any formal
advanced standing in the profession.

NEED FOR CONTINUING EDUCATION:

 Respond effectively to the challenge of current social changes.

 To improve the health care, economic and educational opportunities.

 To improve the new health patterns of health care.

 Due to increasing trend towards specialization.

 Due to legislation and its impact on the education of health personnel.

PHILOSOPHY OF CONTINUING EDUCATION:

It has been believed that the system of higher education which provides the basic preparation
or the members of a profession must also provide opportunities for practitioners to keep
abreast of advances in their field.

PLANNING FOR CONTINUING EDUCATION: Planning is the key stone for the
administrative process. Without adequate planning, continuing education offerings are
fragmented, haphazardly constructed, and often unrelated. A successful continuing education
programme is the result of careful and detailed planning.

Effective planning is required at all levels, local, state, regional and national and eventually
international – to avoid duplication and fragmentation of efforts and to help keep at minimum
gap in meeting the continuing education needs of nurses.

THE PLANNING FORMULA:

1.What is to be done?

Get a clear understanding of what your unit is expected to do in relation to the work
assigned to it. Break the unit’s work into separate jobs in terms of the economical use of
the men, equipment, space, materials and money you have at your disposal.

2. Why is it necessary?

When breaking the units into separate jobs think of the objectives of each job. The best way
to improve any job is to eliminate unnecessary motion, materials etc.

3. How is it to be done?
In relation to each job, look for better ways of doing it n terms of the utilization ofmen,
materials, equipment and money.
4. Where is it to be done?
Study the flow of work and the availability of the materials and equipments best suited
men for doing the job.
5. When is it to be done?
Fit the job into a time schedule that will permit the maximum utilization of men,
materials, equipment and money and the completion of the job at the wanted time.
Provisions must be made for possible delays and emergencies.
6. Who should do the job?
Determine what skills are needed to do the job successfully, select or train the man best
fitted for the job.

STEPS IN THE PLANNING PROCESS:

1. Establishing goals compatible with the purpose or mission of the organization.

2. Deciding upon specific objectives consistent with these goals.

3. Determining the course of action required to meet the specific objectives.

4. Assessing the available resources for establishing the programme.

5. Establishing a workable budget, appropriate for the programme.

6. Evaluating the results at stated intervals.

7. Reassessing he goals and updating the plan periodically.

ROLES AND FUNCTIONS OF ADMINISTRATOR/MANAGER IN STAFF

DEVELOPMENT:

ROLES: He/ she:

 Applies adult learning principles when helping employees learn new skills or information
 Uses teaching techniques that empower staff

 Sensitive to the learning deficits of the staff and creatively minimize these difficulties

 Prepare employees readily regarding knowledge and skill deficits.

 Actively seeks out teaching opportunities

 Frequently assess learning needs of the unit

FUNCTIONS:

 Works with reduction department to delineate shared individual responsibility

 Ensures that all staff are competent for roles assigned

 Ensure that there are adequate resources for staff development

 Assumes responsibly for quality and fiscal control of staff development.

 Provides input in formulating staff development policies

EVALUATION OF STAFF DEVELOPMENT PROGRAM

 Staff development is an important part of assisting performance improvement at
organisational, faculty/central department, unit and individual levels. It is therefore important
that the transfer of learning into the workplace is assessed through a process of review and
evaluation so that its success or otherwise can be established and so that we can demonstrate
the contribution learning makes towards overall organisational success.

DEFINITION OF EVALUATION:

Evaluation is the process of finding out how the development or training process has affected
the individual, team and the organization.

or

Evaluation is a value judgment on an observation, ―performance test‖ or indeed any data

whether directly measured or inferred

TYPES OF EVALUATION

Formative evaluation: Evaluation that is used to modify or improve a professional

development program is called formative evaluation. Formative evaluation is done at
intervals during a professional development program. Participants are asked for feedback and
comments, which enable the staff developers to make mid-course corrections and do fine-
tuning to improve the quality of the program.

Summative evaluation: Evaluation to determine the overall effectiveness of a professional

development program is called summative evaluation. Summative evaluation is done at the
conclusion of the program. It is collected at three levels: educator practices, organizational
changes, and student outcomes.

LEVELS OF EVALUATION

An Evaluation Framework

The four stages of evaluation are intended to measure:

(1) Reaction,
(2) Learning,

(3) Behavior and actions, and

(4) Results.

 Reaction: Measures how those who participate in professional development activities

react to what has been presented. Although typically characterized as “the happiness
quotient” ,participants need to have a positive reaction to a professional development activity
if information is to be learned and behavior is to be changed.

 Learning: Measures the extent that professional development activities have improved
participants' knowledge, increased their skills, and changed their attitudes. Changes in
instructional behavior and actions cannot take place without these learning objectives being
accomplished.

 Behavior: Measures what takes place when the participant completes a professional
development activity. It is important to understand, however, that instructors cannot change
their behavior unless they have an opportunity to do so.

 Results: Measures the final results that occurred because an instructor participated in
professional development activities. Evaluating results represents the greatest challenge.
CONCLUSION:

Staff development refers to all training and education provided by an employee to improve
the occupational and personal knowledge, skills and attitudes of vested employees. Staff
development activities include training and education needed, because social change and
scientific advancement cause rapid obsolescence of nursing knowledge and skills. These
changes and advancements in the field of science including medical science and technology
have increased the demand of nursing services and improved nursing’s response capabilities.
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management. Bangalore: EMMESS Medical Publishers; 2013.p.283-90
2) Basavanthappa BT. Nursing Administration. 2nd ed. New Delhi: Jaypee Brothers
Medical Publishers(p) LTD; 2008. p.718-21
3) Clement I. Management of nursing services and education. 2nd ed.India:Reed Elsevier
Pvt. Ltd; 2015.Pp: 241-46.
4) Ramasamy T. Principles of Management. 7th ed.Mumbai (India):HimalayaPublishing
House;2005. Pp: 118-20

5) Adranvala T.K. Nursing Administration and Management. New Delhi:MsJaiwanti

Publisher;2007.Pp 209-11.

6) V Jogindra , Principles and practice of nursing management and administration.New

Delhi (India):Jaypee Brothers Medical Publishers (P) Ltd;2013 . Pp : 394-97
 ASSAM DOWN TOWN UNIVERSITY

FACULTY OF NURSING

SUBJECT: NURSING MANAGEMENT

ASSIGNMENT

ON

ORGANIZING STAFF DEVELOPMENT PROGRAMME

SUBMITTED TO: SUBMITTED BY:

Ms.Betbhalin Mukhim Jaidalin Basaiawmoit

Assistant Professor Msc (N) 2nd year

Dept.of Medical Surgical Nursing Faculty of Nursing

Faculty of Nursing
Date of submission: