1. SEMINAR ON
STAFF
DEVELOPMENT
PRESENTED BY
MS BINSY CHERIAN
MSC(N)II YR
RVS CON

2. INTRODUCTION
 Staff development is the process
directed towards the personal and
professional growth of nurses and
other personnel while they are in a
health care agency.
 In 1928, Pfefferkorn discussed the
issues related to the improvement
of nursing service.
 In 1979, the process of staff
development: component of
change a book of Tobin Yoder
made a major contribution.

3.  In 1976, the council of
continuing education in nursing
published a pamphlet titled
guidelines for staff development
guided by Dorothy Coye.
 Hence regulatory bodies began
to recognize the need of an
organized staff developmental
activities such as orientation and
in service education.
 National nursing staff
development organization
(NNSDO) was formed for the
provision of uniform standards

4. DEFINITIONS OF STAFF DEVELOPMENT
PROGRAMME
According to Karen J Kelly,
“ Staff development programme is a process
that includes both formal and informal
activities which are related to the employees
role expectation within organizations”.
According to American Nurses Association
“ Staff development programme is a term
that includes both formal and informal
learning, opportunities to assist individuals
to perform competently in the fulfillment of
role expectations within an agency”.

5. NEED
1. Societal change and scientific advancement.
2. Provision of opportunity for nurses to continually
acquire and implement for maintenance of high
quality of nursing care.
3. As a part of individuals long term career growth.
4. To add or the knowledge, skills, attitude, ideals and
valued essentials improve skills.
5. Fill the gap in the past performance.
6. Change or correct long held attitudes of the
employee.
7. To move ahead and keep up the change.
8. Fast changing technologies.
9. Need to increase productivity and quality of work.
10.To motivate employees and promote employee
loyalty..
11.Fast growing organization.

6. OBJECTIVES
 To improve productivity and
to assist the nurses to
improve her performance.
 Assist each employee to
acquire personal and
professional abilities.
 To ensure safe and effective
patient care by nurses.
 To ensure job satisfaction.
 To help employee cope with
new practice.

7. SDP MODEL
POST BASIC
NURSING
NURSING
EDUCATION PRACTICE
•CONTINUING EDUCATION EXPERIENCE
EDUCATION
OTHER REAL
LIFE
•INSERVICE
EXPERIENCE
EDUCATION
•EXTRA
MURAL
EDUCATION
SOCIOECOMICS
COUNSELLING
MANPOWER CAREER
PLANNING PLANNING
PERFORMANCE
EVALUATION
EMPLOYEE-
EMPLOYER
RELATIONS

8. STAFF DEVELOPMENT
PROGRAMME, HEALTH CARE
ORGANIZATION MODEL
The staff development programme, within a
health care agency will provide a
framework as follows:

9. ◦ Socio Economics.
i. Manpower planning
 Recruitment.
 Selection
 Placement
ii. Counselling:
 Performance evaluation.
 Career planning.
 Promotion.
iii. Employee- employer relation
 Personal politics and practices.
 Health services.
 Labour relations

10. ◦ Experience
i. Nursing practice
 Direct patient care.
◦ Approach of independent patient care assignment or team
approach.
 Indirect patient care:
◦ Supervision, administration, teaching and research.
ii. Other real life experiences
◦ colleague interaction.
◦ voluntary activities to health care.
◦ Professional association and participants.
◦ Personal life.

11. ◦ Education
 Continuing education
 In service
◦ Orientation
◦ Skills, attitude and knowledge pertinent to nursing
practice within health care team.
◦ Extra mural education.
 Post graduate education
Education after graduation or the basic education.

12. FUNCTION AND ROLE OF A SD
PERSONNEL
 ROLE OF A MANAGER
◦ Applies adult learning principles when
helping the employees learn new skills
or information.
◦ Coaches employees readily regarding
knowledge and skill deficits.
◦ Actively seeks out teaching
opportunities.
◦ Uses teaching techniques that
empowers staffs.
◦ Is sensitive to the learning deficit of
staffs and creatively minimizes these
deficits.
◦ Frequently assess the learning needs of
the units.

13. FUNCTION OF THE MANAGER
 Works with reduction department
to delineate shared individual
responsibility.
 Ensure that there are adequate
staffs for staff development.
 Assures responsibility for quality
and fiscal control of staff
development activity.
 Makes appropriate decisions
regarding educational resource
allocation in periods of fiscal
constraints.
 Ensure that all staff are
competent of roles assigned.
 Provide input in formulating staff
development policies.

14. FOR THE HEALTH AGENCY
 Determination of administrative
structure of the staff development
programme.
 Determination and establishment of
organizational methods policies and
procedures of staff development
programme.
 Determination and establishment of
lines of communication for the
utilization of facilities and resource
personals for staff development
programme.

15.  Development of measurable short and
long term objectives for staff development
programmes.
 Planning, coordination and utilization of
community resources to assist in meeting
these objectives.
 Promotion, development, implementation
and evaluation of programmes to meet
these objectives.
 Provision of a consultive service and a
resource for information relative to staff
development.

16. TYPES OF STAFF DEVELOPMENT

17. CONTINUING EDUCATION
DEFINITION
 Continuing education is all the learning activities
that occurs after an individual has completed his
basic education.
- COOPER
• That education which builds on previous education
- SHAMNON

18. NEEDS
 To ensure safe and effective nursing.
 To meet the needs of society.
 updating nurses knowledge and prepare them for
specialization.
 For career advancement
 For new Professional roles are altered as society
changes and new technology emerge
 developing wise leadership and competent practioners
 To acquire specialized skills
 To provide a variety of CNE in high quality and service
changes.

19. TYPES OF CONTINUING
EDUCATION
1. Mandatory continuous education
It is compulsory with registration like the
B Sc programme.
2. Voluntary continuing education.
It occurs only if individual nurse is
matured to make choice to acquire
knowledge for scholastic reasons.

20. 3. Formal education
planned with specific &
exclusive aims within an
institution to advance.(M.Sc
nursing)
4. Informal education
continuing to learn while
practicing. This can
attained through in-service
educational programmes.

21. STEPS IN CONTINUING
EDUCATION
INSERVICE
TRAINING
WORKSHOPS
MANAGEMENT
SKILL& LEADERSHIP
TRAINING
ORIENTATION TO THE FACULTY

22. IN SERVICE EDUCATION
Introduction:
 part of continuing education that is
carried on with in the work environment
 provided by the employing organization to
enhance workers
knowledge, skills, attitudes
 aims to improve quality of service.

23. DEFINITION
 In-service education is defined as learning
experiences provided in the work of
setting for the purpose of assisting staff in
performing their assigned functions in
that particular agency.
 The education given to a nurse while in-
service for her professional growth is
called in-service education .

24. Aim
 To provide better nursing care to
patients by improving the ability &
knowledge of the staff.
 Main responsibility of head nurse
is professional growth of her staff.
 To improve performance &
attitudes.
 Assume responsibility for providing
orientation, skill training and CE
for her staff

25. PARTS
ON THE JOB ON GOING EXECUTIVE
ORIENTATION
TRAINING EDUCATION DEVELOPMENT
Parts of in-service education

26. ORIENTATION
 Orientation consists of experiences designed
to help the new worker become proficient as
soon as possible.
 Orientation provides for verbal presentation
of information, physical tours, time to
examine descriptive material ,reports &
procedures & policy manuals & introduction
of personal to the work of enterprises in
general & to the department & the unit
particular.

27. On the job training
 It is a maintenance & simplified nursing
acts programme including supervised
clinical practice that provides auxillary
workers such as nurses aides, nursing
assistants with the knowledge & skill
necessary to do their job.
 It is more economical & efficient to
prepare personnel centrally .

28. ON GOING EDUCATION
 It is the most important part of a
total in-service programme. 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.

29. ◦ Importance of charting
◦ New diagnostic test.
◦ Changes in nursing procedure.
◦ Review the procedures which are unfamiliar.

30. Executive development
To develop management skill in the nurses
which help them to provide care including:
1. Patient education
2. Incidental teaching.

31. INDUCTION TRAINING
Introduction
 After a candidate is finally
selected he is issued the
appointment letter and
requested to join the
organization up to some specific
period.
 The induction follows this step
and is considered to be a part of
hiring procedure.

32. DEFINITION
Induction may be defined as the socializing
process by which the organization goals or
objectives are absorbed by the individual
for the achievement of the personal goals.

33.  AIMS OF INDUCTION TRAINING:
◦ To bring an agreement between the organizational
goals and the personal goals of the person.
◦ To build the new employees confidence in
organization and himself.
◦ To promote a feeling of belonging and loyalty to the
organization- its structure, products, rules and
regulations.

34. ◦ To give the new employee the picture about the
organization, to ensure that the new employee
may not have false impression regarding the
work place.
◦ To give the new entrant the idea regarding the
physical structure of the organization.
◦ To foster a close relationship between the new
and old workers and even the supervisors.

35. ◦ To create a sense of security for the workers by
assuring him the idea that fairness to the
worker is the inherent policy in the
organization.
◦ To avoid cost of replacing workers who separate
during the early impression period due to lack
of accurate information.

36. TRAINING FOR SPECIFIC FUNCTION
 Definition
◦ This is concerned with developing
expert technical or manual
skills, communications and helps the
personal to perform their functions
effectively.
 Objective
◦ To help the nursing personal to
perform correct methods and
procedures with understanding.

37. ◦ Establishing standards and quality of nursing
services.
◦ Procedures to skill nurse.

38. Skill training
 An ability that has been acquired through
training.
 Types of Skills:
◦ Psychomotor skills.
◦ Cognitive skills.
◦ Teaching skills.
◦ Affective skills.
◦ Communicative skills.
◦ Supervisory skills.

39. NEED FOR SKILL TRAINING
 Individual nurse needed to have
greater freedom to choose specific
field of nursing in which she should
work.
 Good work to be recognized and
rewarded.
 Avenues of advancements and
promotion need for better
development.
 To avoid fear of making mistake.

40. Guidelines
 Set the stage using equipment similar to
that of the worker in work situation.
 Create in a worker a learner attitude.
 Give reasons why procedures are carried
out in this way in this agency.
 Break the activities into logical steps
necessary to carry out the procedure.

41.  Demonstrate step by step.
 Make certain that the person has learned
by requiring a return demonstration.
 Provide written outlines for references.

42. STEPS OF SDP
 ASSESS NEEDS
 SET PRIORITY
 DEVELOP GENERAL OBJECTIVES
 DETERMINE THE RESOURCES FEEDBACK
 DEVELOP MATER CALENDER
 DEVELOP AND MAINTAIN RECORDS
 ESTABLISH FILES ON MAJOR TOPICS
 EVALUATE

43. STANDARDS OF SDP (ANA)
 STANDARD 1:ORGANIZATION AND
ADMINISTRATION
The nursing service department and
the staff development unit, philosophy, purpose, goals
address the staff development needs of the nursing
personnel
STANDARD 2:HUMAN RESOURCE
Qualified administrative, educational and support
personnel are provided to meet the learning and the
developmental needs by nursing personnel

44.  STANDARD 3:LEARNER
Nursing staff development programme
assist nursing personnel in identifying
the learning needs and planning
learning activities to meet those needs
 STANDARD 4:PROGRAM PLANNING
Provides the unit , systematic plans and
evaluates the overall nursing staff
development programme in response to
health care needs
 STANDARD 5:EDUACTIONAL DESIGN
Education and learning experience are
designed through the use of the
educational process and incorporate
adult education and learning principles

45.  STANDARD 6:MATERIAL
RESOURCES AND FACLITIES
Material sources and facilities are
adequate to achieve the goals and
implement the functions of the
overall nursing staff development
 STANDARD 7:RECORDS AND
REPORTS
The nursing staff development
establishes and maintains a record
system
 STANDARD 8:EVALUATION
Evaluation is an integral ongoing and
systematic process, which includes
the measurement of the impact of
learning

46.  STANDARD 9: CONSULTATION
Nursing staff development educators use
the consultation process to facilitate and
enhance the achievement of
individual, departmental and
organizational goals
 STANDARD 10:CLIMATE
Nursing staff development educators
fosters a climate which promote open
communication, learning and
professional growth
 STANDARD 11:SYSTEMATIC ENQUIRY
Nursing staff development
educates, encourages systematic enquiry
and the application of the results into
practice

47. BARRIERS OF STAFF
DEVELOPMENT
PROGRAMME
LACK OF TIME
INADEQUATE RESOURCE AT DISPOSAL
UNDERFUNDED DAIS
CONFLICTING PRIORITIES
LACK OF CLARITY ABOUT WHAT SHOULD BE DONE
FAILURE TO IDENTIFY OR ACCEPT THE NEED
TREATED AS COST NOT INVESTMENT
CLINICAL ATITUDE TO STAFF DEVELOPMENT NOT
DIRECTLY MEASURABLE
SHORTFALL IN TRAINIG SKILL
FEAR THAT THE TRAINED EMPLOYEE WILL LEAVE THE
ORGANIZATION OR WILL BE POACHED BY THE
COMPETITOR