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A framework for developing staff competencies.

Nursing science is progressing at such a rapid rate that it is difficult for nursing professionals to remain current with the knowledge and skills necessary to provide quality patient care. To assure that staff members demonstrate the required competencies, a framework composed of eight steps and a master plan for implementation is presented in this article. The framework offers staff development educators structure and direction in planning and conducting educational programs to achieve the goal of competency development.

Clinical Competence

Staff development opportunity and nurse job satisfaction, organizational commitment, and intent to remain in the organization. Implications for staff development.

In a time of financial constraints in health care, it is essential that nursing staff development in hospitals--a costly part of the budget--make a difference. The findings of the following study supported a positive relationship between nurse satisfaction with hospital-sponsored nursing staff development and the nurse's job satisfaction, commitment to the organization, and intent to remain employed in the organization.

Education, Nursing, Continuing

New-building occupancy. The role of nursing staff development.

Orienting hospital staff to a new patient care facility presents many unique challenges for the Nursing Staff Development Department. Today's healthcare climate demands that staff orientation to a new facility be done quickly and with few disruptions to patient care. Nursing staff development specialists are well positioned to lead this process. Their expertise in program design, implementation and evaluation, problem solving and communication skills, and ability to view the learning needs of hospital staff holistically are vital to a successful facility move. This article will describe the opening of a new 150-bed inpatient facility in a large acute rehabilitation center. The principles used by the Nursing Staff Development Department in this new facility orientation process can be applied in multiple health care settings.

Health Facility Moving

Regionalizing staff development resources.

Whether staff development is a low-budgeted priority in CMHCs need not determine the value or volume of training activities in such a setting. In Northwest Indiana five CMHCs have, for the past few years, regionalized staff development training resources, sharing presenters, hardware, and monies, through the Northwest Indiana Staff Development Consortium. This article describes its purpose, history, and cost effective collaborative efforts.

Community Mental Health Services

Hospital pharmacy staff development programs in Ohio.

Although staff development programs have been used to implement clinical services in Ohio hospital pharmacies, the majority of clinical services have been implemented without the use of staff development programs. The results of this study show that less than half of Ohio hospital pharmacy departments provide staff development programs. In those hospitals where the programs were provided, the average number of clinical services implemented through staff development was not significantly different from the average number implemented without these programs. Nor was there a significant difference in the average number of clinical services implemented through staff development between small hospitals (199 beds or less), medium hospitals (200 to 399 beds), and larger hospitals (400 or more beds); between government (city, county, or state) and private, nonprofit hospitals; and between hospitals whose staff development program coordinators were directors and hospitals whose coordinators were not directors. For the majority of departments that provided staff development programs, certification or testing of pharmacists was not required before providing clinical services. Results from the survey indicated that certification may not be necessary for all clinical services. Commitment to staff development programs in terms of management support and participation, awarding of continuing-education credit, and use in pharmacist performance evaluations was demonstrated by no more than 34 percent of all departments that responded. Financial commitment to these programs was low. Overall, since less than half of the departments reported providing staff development programs, the level of commitment to staff development appeared to be low.

Education, Pharmacy, Continuing

A multi-generational staff development model for registered nurses.

The paper focuses on a significant nursing initiative for staff development undertaken in South Australia. The initiative arose out of Health Commission funded consultancy which sought to develop a staff development model for registered nurses. The outcome of this consultancy was the development of a multi-generational staff development model, known as the DPS Staff Development Model. This model provides a framework through which staff development activities can be analysed, consolidated and extended. The paper outlines the DPS Staff Development Model, the context in which it was developed and its implications for nursing staff development programmes. The development of the model was premised on a number of assumptions. These included the need to ensure flexibility, longevity, offer a perspective of staff development that is realistic and practical, and facilitate in registered nurses a sense of ownership and personal responsibility with respect to their development. The model comprises six broad areas of focus: the Career Development Model for registered nurses in South Australia, the structure of the model, locations in which staff development occurs, elements which assist in maintaining skills and knowledge, elements which enhance growth and development and the processes and relationships necessary for the successful implementation of staff development programmes.

Career Mobility

Developing behavioral objectives for perioperative staff development.

Behavioral objectives (i.e., clear statements that describe intended instructional outcomes) are a crucial component of educational planning for perioperative staff development. Properly written objectives promote positive learning outcomes such as increased motivation, better retention of information, and improved instructional accountability. This article describes the advantages of using behavioral objectives, gives a historical perspective of their development, presents a practical "how-to" approach to formulating them, and delineates their link to the selection of appropriate evaluation methods.

Behavior

Collaborative teaching--learning: a potential framework for staff development educators.

The nursing staff development educator is challenged constantly to use adult education principles when planning programs and evaluating outcomes. The educator, however, may lack a formal theoretical framework to accomplish this goal. In this study, the author suggests that the principles of collaborative teaching-learning may serve as a framework to promote both program development and staff competency within the hospital setting.

Adult

A model combining centralized and decentralized staff development.

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.

Hospitals, Teaching

Successful implementation of an automated nurse-information system. Staff development's role.

Staff development's role in the selection and implementation of a computer system based on nursing standards of practice is described. The department's instructors successfully helped staff adapt to the change and understand the integrated, automated nurse-information system. The importance of having a teaching plan to provide consistency in training sessions is discussed.

Education, Nursing, Continuing

Field-dependence/independence: considerations in staff development.

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.

Cognition

Evaluation: an important aspect of staff development service.

Evaluation is an important aspect of staff development service. However, it is frequently overlooked or superficially addressed in staff development quality management programs. This article emphasizes the importance of multilevel evaluation techniques to assure quality education and promote effective use of staff development resources. The author suggests the greatest impact in staff development evaluation lies in the ability to demonstrate transference of learning to the bedside.

Clinical Competence