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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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Nursing staff development is a vital business within the Division of Nursing and must define its scope to include its service, staff, and systems. Critical to any business is quality management. This includes a mechanism for standards development, evaluation, and response. The purpose of this article is to provide direction to the evaluation and response aspects by integrating the dimensions of the business of staff development with the Joint Commission on Accreditation of Healthcare Organizations' ten-step monitoring and evaluation process. The result is a comprehensive quality assurance program that focuses on the important aspects of staff development--those that have the most significant impact on outcomes.
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
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.
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.
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Explore the source record for details and available documents.
Explore the source record for details and available documents.
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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.
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.
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.
Methods and measures to determine adequate productivity levels for nursing staff development are needed to demonstrate to an institution's administrators the quantitative contribution made by the nursing staff development department. This article describes a management utilization approach used to develop a rational, yet simple to calculate, productivity formula. The formula was refined through 5 years use in one setting and tested in several others. Detailed explanations, rationales, and calculations are provided to help staff development specialists further test this formula.
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.