Staff Development

in Nursing
Meaning

Staff development is the process directed towards the personal

& professional growth of the nurses and other personnel while
they are employed by a health care agency.
Continuing Personal and Professional Development (CPPD) is
the new name for the Staff Development.
Definition:
• Staff development includes all training and education undertaken
by an employer to improve the occupational and personal
knowledge, skills, and attitudes of employment.
• A process consisting of orientation, in-service education and
continuing education for the people of promoting the development
of personnel within any employment setting, consistent with the
goals and responsibilities of the employment.( ANA)
IMPORTANCE

• An ongoing training and development program allows you to find

and address any weaknesses, helping your employees to be more
all-rounded and better skilled at every factor of their job. Training
and development can help to increase employees confidence
within their role
• social change and scientific advancement
• advancement in the field of science like medical science and
technology.
• to provide the opportunity for nurses to continually acquire and
implement the knowledge, skills, attitudes, ideals and valued
essentials for the maintenance of high quality of nursing care.
• As part of an individual's long-term career growth.
• To add or improve skills needed in the short term
• Being necessary to fill gap in the past performance
• To change or correct long-held attitudes of employee
• To move ahead or keep up with change.
• Fast changing technologies
• Need to increase the productivity and quality of the work.
• To motivate employees and to promote employee loyalty
• Fast growing organizations.
Forms/ Types of Staff Development:
• Induction Training.
• Job Orientation.
• In service education
• Continuing education
• Training for special function
Induction Training
Need of induction training
 Increased retention of newly hire employees,
 Improved employee morale and
 Increased productivity.
Steps in induction
• 1. Tour of facilities
• 2. Introduction to the other employees, superiors
and subordinates.
• 3. Description of organizational functions.
• 4. Departmental visit
• 5. Orientation to philosophy goals and objectives
• 6. Administration policies and procedures
Forms of induction

• Internship
• Preceptorship
• Mentorship
Job Orientation

"A good beginning is half the battle!"

Meaning

• The process of creating awareness with an

individual of his/her roles, responsibilities and
relationships in the new work situation.
Components
• A new employee to his or her job setting so that he / she is
aware of his/ her job responsibility and expectation.
• present employee to the job responsibilities of his/ her
expanded/ enriched role.
• The old employees to the policy changes.
Types of orientation

General Specific
orientation orientation
IMPORTANCE OF
ORIENTATION
PROGRAMME
• Provides essential, relevant and necessary information
• Helps employee to gain confidence,
• Lessen the time for the employee to learn about new situations
related to his/her job setting.
• Helps the new employee to develop a sense of belonging
• Eliminates
 Learning by trial and error
 Passing of incorrect information by old employees and peers.
Reduces misinterpretation
Mistakes and confusion
Apprehension
• Help new employee in solving initial problems
and adjust the new situation/environment,
• Acquaints her with personnel services readily
with in the institution/community
 CONTENT OF AN ORIENTATION
PROGRAMME

THE ORIGINATION POLICIES, RULES PERSONNEL SERVICES FUNCTIONS TO BE

AND ITS AND REGULATION UNDERTAKEN
ENVIRONMENT
In service education
 • In service education is a planned
educational experience provided
in the job setting and closely
Definition
identified with services in order
to help person perform more
effectively as a person and as a
worker.
Need
Social changes and scientific advancement
Changes and advancement in the field of service
increased the demand of nursing services.
Consumer demand quality care
Rapid changes in medical and nursing practice
create a need for in service education.
Increase number of the people seeking health
care as the population enlarges makes it necessary
for the nurses to function at her highest potential
as quickly as possible.
As health care delivery system become more
complex, the need for continues skill training also
increased.
Objective
To provide for and promote the personal growth and
development of the workers
To stimulate and develop occupational
To proved for job satisfaction
Identifying and meeting current bearing needs
To disseminate new information from body of nursing
knowledge and health science through verity of channels.

To acquire up to date knowledge and to make confidence

among the nurses.

To retain experience personnel to foster there continue

education.
Continuing education
Definition
Continuing education is all the learning activities that occur
after an individual has completed his basic education
- cooper

The education which builds a previous education is called

continues education
-Shannon
Aims of continuing education
1.Improvement of professional practice
2.To motivate the staff to seek the latest knowledge
3.To keep the nurses with the latest development of
technologies
4.It develops interest, job satisfaction and
confidence
Purpose of continuing education.
Enable a worker to move from satisfactory to excellent
performance
Provides exposure to new concepts, procedural refinements,
innovative product applications, or acquisition of increased
expertise
Ensure professional development
 Increase ability in order to solve the problem in a clinical teaching/
administrative area.
Improve the ability to communicate or participate in research
work.
Need of continuing education

To ensure safe and effective nursing care

 Changing health care delivery system,
Development of nurses by updating their knowledge
For career advancement
Professional are altered as society changes and as
technologies emerge
To acquire specialized skill for professional.
Training for specific
function
Definition

• This is concerned with developing expert

technical or manual skills, communication and
helps the personnel to perform their functions
effectively.
Objectives

1. To help the nursing personnel to perform correct

methods and procedures with understanding.
2. Establishing standards and quality of nursing
services.
3. Procedure to skill nurses to skilled nurses.
Types of skills
o Psychomotor skill

o Cognitive skill
o Teaching skills
o Affective skill
o Communication skill
o Supervisory skills
Need for skill training
 Individual nurse needed to have greater freedom to
choose the specific field of nursing in which she would
work.
 Good work to be recognized and reward.
 A venues of advancement and promotion need to be
better development
 Fear of making mistakes
Guidelines for skill training
1.Set the stage, using equipment similar to that provided for the worker in the
work situation.
2.Create in worker a learning attitude,
3.Give reasons why the procedure is carried out in his way in this agency;
4.Break the activities in to logical steps, necessary to carry out the procedure.
Demonstrate step by step.
5.Make certain that the person has learnt by requiring a return demonstration
6. Provide written out lines for references.
7. Arrange for follow up (supervision)
 METHODS OF DELIVERING SDP
INDUCTION JOB IN- SERVICE CONTINUING TRAINING
ORIENTATION EDUCATION FOR SKILL

Physical tour Orientation Orientation Lecture Demonstration

of the facilities Seminar Skill training Demonstration Discussion
Group Discussion Continuing Seminar Role-play
discussion Hand out or education Debate method.
Seminar book and Leadership Journal club
Hand book pamphlets training Book review
and pamphlet Correspondence
course
Formal course
Clinical research
Conduct needs assessment in
staff development
What is Needs Assessment?
• Needs assessment is a process for determining an organization’s needs. It
usually consists of three main parts:
1. Initiation
2. Data Collection & Analysis
3. Final Production
• A needs assessment is the “what” (what the organization needs) that precedes
the gap analysis, which is the “how” (how to close the gap between where the
organization is currently and where they want or need to be).
• A needs assessment is a systematic process of identifying
a gap in knowledge, skill or practice that answers the
question: ‘will education fix this problem?’
• As nurse educators, a needs assessment should form the
basis from which all education is planned, developed and
implemented in our organization. It will ensure that your
educational interventions:
1. Address a gap in knowledge, skill or practice
2. Enable our learners to close or narrow that gap
3. Increase the standard of care that our patients receive
3 Components of needs assessment

1. Initiation:

• Initiation starts out by identifying the “frame

factors,” otherwise known as “limiting factors,”
for the needs assessment project, the organization
being analyzed, and the project stakeholders.
3 Components of needs assessment

2. Data Collection & Analysis:

• Data collection & analysis follows the initiation stage. During this stage, we
perform a PEST (political, economic, social, and technological) analysis and
SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis, and collect
data. PEST analysis happens first and it examines the macro-level factors that
make up the environment that the organization exists within. These factors are
external to the organization itself and include the political, economic, social, and
technological factors. The PEST analysis comes first because it occurs from the
broadest vantage point and can help identify roadblocks in the environment.
3 Components of needs assessment

• Next, SWOT analysis attempts to identify the strengths and weakness, which are
internal to the company, as well as the opportunities and threats, which are external
to the company. SWOT analysis includes some external factors, but it starts to narrow
its scope, compared to the PEST analysis.

• Then, we collect data. We conduct interviews, observe, give surveys, and review
existing documents. Using these diverse methods ensures triangulation–revealing
trends and painting a more accurate picture of what is occurring.

• Data collection & analysis is, of course, the analysis of the data we’ve collected. We
review the PEST analysis results to get the big picture, review the SWOT analysis
results to determine areas of success as well as areas of concern, and we analyze all
data that has been collected.
3 Components of needs assessment

• 3. Final Product:

• The third and final phase of the needs assessment is the final product. This
include a summary of the findings, the migration strategy detailing which
driving forces should be strengthened and which restraining forces should be
limited, and a final report that includes recommendations.
How do we conduct a needs assessment?

We ask ourselves five key questions when conducting a needs assessment:

• What?
• Why?
• So what?
• How?
• How will you know?
Question 1: What?
In the first question, we ask:
• What is currently happening that shouldn’t happen?
• What isn’t happening that should happen?
• What is the professional practice gap? And is this a gap in knowledge, skill or
practice?
• Answering these questions will enable you to establish an overview of the
problem.
Question 2: Why?

• Once a professional practice gap has been identified, we ask: why do we need to
close or narrow this professional practice gap? To validate this, we can look
towards numerous data sources including:
• New and emerging evidence
• New policies/standards released by professional bodies
• Past learner evaluations
• Patient/client feedback
• Incident reports
Question 3: How?

• In this component of the needs assessment we ask: how will you design an
educational intervention to close or narrow the professional practice gap? A
number of considerations arise including:
• What type of education will you plan?
• Will it be a one-off session? Or will it be ongoing?
• What’s your target audience?
Question 3: So what?

• This question focusses on the learning outcomes of the educational intervention. In

healthcare, a learning outcome is defined as something that is the result of, or is the
consequence of planned education. Learning outcomes describe the desired state and
must be:

• Reflective of a professional practice gap

• Measurable
• Defining clear learning outcomes will allow you to identify and qualify any change
that reflects a closing of the professional practice gap.
Question 4: How will you know?

• Finally, we need to determine whether the professional practice gap has been
closed or narrowed as a result of our educational intervention. This is done
through evaluation, which provides educators with the opportunity to collect
key data around return on investment. Evaluation also gives the learner a chance
to reflect on the educational activity, consider how their practice will change and
the barriers to implementing what they have learned.
Why is it Important?

• At a busy company there are so many things going on, that it is hard to pin
down exactly what may be holding it back. Needs assessment is important
because it helps an organization determine the gaps that are preventing it from
reaching its desired goals. In A Guide to Performing a Needs Assessment and a
Gap Analysis, Anthony J. Jannetti says these gaps can exist in either knowledge,
practices, or skills. Knowing what is working well and what needs to be changed
is crucial to progressing effectively towards those goals and making an
organization successful.
How Does it Work?

• Sometimes we may know what tool is ideal for a situation, but we might not
know how to use that tool. For instance, we may find ourselves in a sushi
restaurant and the waiter hands us a pair of chopsticks, but if we don’t have
experience eating with chopsticks we will not be able to use them effectively.

• We know that needs assessment is the appropriate tool but we have not yet
explored how to conduct it.
REFERENCES
• https://www.ausmedcorporate.com/evaluating-your-education/

• https://www.ies.ncsu.edu/blog/how-to-conduct-needs-assessment-part-1-what-
is-it-and-why-do-it/)