It is a planned learning experience provided by the employing agency for employees

1. INSERVICE EDUCATION
BY:
Mr. Ganesh V. Naik
II Year MSc (N)
Pediatric Dept
SDMINS Dharwad

2. NATURE AND SCOPE OF INSERVICE
EDUCATION

3. INTRODUCTION
 In service education is the continuation of education
when the employee is in service.
 It is an organized educational programme to assist
the individuals in an organization in attaining new
skills and knowledge, gaining increased level of
competence and growing professionally.
 In service education may be part of any program of
staff development.

4. DEFINITION
1. In service education is a planned education
activities intended to build upon the educational and
experimental basis of the professional nurse for the
enhancement of practice, education, administration
and research or theoretical development aimed at
improving the health of the public.
-The American Nurses Association

5. CONT……
2. The education given to a nurse while in service for
her professional growth is called in-service
education.
-N.N. Yalayasamy.

6. AIMS
 It helps to improve professional growth and
development.
 It gives a chance for promotion for the staff
members.
 The individual nurses upgrade their knowledge and
skills.
 It enhances to improve the performance while
rendering care to the clients.

7. CHARACTERISTICS
 It is provided with job setting
 It is planned and ongoing.
 It is designed to meet their demands of changing
needs like scientifically, technically, medically in
respect to patient care and treatment.
 Inservice education mainly focus on efficiency and
quality of services.

8. PURPOSE
 Helps to improve profesional competence.
 Keep the nursing personnel abreast of the latest trends
and development of new techniques.
 Helps to update the knowledge and skills at all levels.
 Nurses can update the knowledge regarding current
research and development.
 Develops interest and job satisfaction among the staff.
 Encourage the employees in achieving staff
development and self confidence.
 Develops leadership skills, motivation and better
attitudes

9. SCOPE
 Maintenance of familiarity with new knowledge and
subject matter.
 Increased skill in providing service
 Improved attitudes and skills
 Greater skill in utilizing community resources and
in working with adults.
 Development and refinement of common values
and goals.

10. ORGANIZATION OF INSERVICE EDUCATION

11. NEEDS FOR INSERVICE EDUCATION
 Needs for development of manual, behavioural and
communication skills essential for execution of their
jobs.
 Needs for development of decision making and
managerial skills.
 Needs for introduction to their routine job, which are
expanding new, higher, complicated.
 Needs for development of leadership skills
 Needs for development of analytical and innovative
thinking for investigating the potentialities and
efficiency of their job.

12. COMPONENTS/TYPES
 Orientation
 Skill training
 Leadership and management development
 Continuing education

13. ORIENTATION
Orientation means providing new employees with
basic information about the employer

14. COMPONENTS OF ORIENTATION
 Centralized Orientation
 Decentralized Orientation

15. CENTRALIZED ORIENTATION
1. Generalized Orientation :
It focus on 3 areas.
 General Orientation:
 Physical set up of organization
 Philosophy
 Purpose and roles of employees

16. CONT…
 Hospital Orientation
• Services available for staff and patients in the
hospital.
• Resources available
• Library facilities

17. CONT..
 Orientation to the Nursing department
 Organization of nursing department.
 Different categories of nursing personnel.
 Special programmes and activities for nursing
personnel

18. DECENTRALIZED ORIENTATION
 It focus on the
 Orientation to nursing unit
 Orientation to the nursing team

19. 2. SKILL TRAINING
 It provides employees with skills and attitudes
required for the job and keeps them abreast of
changing methods and new techniques

20. CONT…
Types of training:
 Basic literacy training
 Technical training
 Interpersonal skills training
 Problem solving training
 Diversity training.

21. CONT..
 Training methods:
 Job rotation:
By assigning people to different jobs or tasks to
different people on a temporary basis.
 Mentoring Programmes:
A new employee frequently learns his or her job
under guidance of an experienced workers.

22. 3.LEADERSHIP AND MANAGEMENT
DEVELOPMENT
 It equips a selected group of employees to shoulder
growing responsibilities and new positions.
 Staffs should have skills in leadership and
management inorder to guide employees.
 They mainly focus t odevelop
 Leadership skills
 Communication skills
 Performance Management skills
 Decision making skills

23. 4. CONTINUING EDUCATION
Continuing education is all the learning activities
that occur offer an individual has completed his
basic education.

24. AIMS OF CONTINUING EDUCATION
o Improvement of professional practice.
o To motivate the staff to seek the latest knowledge
o To keep the nurses with the latest development of
technologies.
o It develops interest, job satisfaction and confidence.

25. PRINCIPLE OF ADULT LEARNING

26. INTRODUCTION
 Adult education is a formal and informal
system of education for older and mature
persons
 It is carried out on a part time basis and
entirly voluntary
 It involves conscious effort towards
developing the individual capabilities of
adults by public or private agencies through
informational, cultural
remedial, vocational, recreational, and
profesional .

27. PURPOSE OF ADULT EDUCATION
A) Individual point of view:
• Remedial: It provides education to those adults
who could not receive education because of
certain reasons.
• Development of physical health:It aims at
educating the adult in the fundamental principles
of health for prevention of disease.
• Vocational development : By providing training in
his vocation.

28. CONT..
• Development of social skills: It aims at training the
adult for social living to teach them the sense of
rights and duties and live in hormony with their
collegues.
• Self development : It aims at training creative
faculties of the adult for their self development.
• Recreational aim:It aim at training the adults for the
best use of leisure with proper recreation.

29. B)SOCIAL POINT OF VIEW:
 Promotion of social cohesion: It means to promote
unity in diversity.
 Conservation and improvement of natural
resources: It aims at conservation and improvement
of natural resources.
 Building Co-operative groups: Between individual
happiness and social progress.
 Inculcation of social ideology: For improvement of
the life of people socially economically.

30. NEEDS OF ADULT EDUCATION
 For the individual satisfaction of needs.
 For further education and to enlarge their cultural
horizons.
 For healthy recreation and relaxation which is
provided by properly planned programme of social
education.
 To make them more politically aware and
participate in civic activities.
 To become more socially efficient and develop the
spirit of cooperation
 For their economic betterment and self sufficiency.

31. ORGANIZATION OF ADULT EDUCATION
1. Village level:
 Youth clubs and Mahila mandals are organized
for this purpose.
 In village panchayats, secretary of co-operative
society if any, primary school teacher should
combine thier efforts.
2. Block level:
 There should be full time officers at the block
level- one man and one women.
3. District level: Every district – Disrict Social
education officer to supervise the work of all social
education officers both mal and female.

32. CONT..
4. State level: Joint or deputy director at the state
level to look after the administration of all aspects
of adult education.
5. Central level: Ministry of education is incharge of
all the programmes of adult education
 So all these programmes implemented by
central scheme of through state education
department.

33. MATERIALS FOR ADULT EDUCATION
1. Reading Materials:
 Books and pamphlets
 Daily newspapers
 Periodicals: weekly, monthly
2. Audiovisual Materials:
The main A.V. aids used are:
 Blackboard
 Bulletin board
 Film
 Charts, Graphs and Maps were also used.

34. METHODS OF TEACHING ADULTS
1. Learner-dominated approach:
 Trial and Error method: The lerner
concentrates his efforts by repeating an
activity a number of times and acquires
skill.
 Individual investigation method:It involves
thinking or learning by insight,
supplemented by use of library, use of
laboratory, Survey and field trips.
 Project method: It combines first two
methods

35. CONT..
 2. Teacher –dominated methods:
 Lecture method
 Counselling
 Case work- teacher goes into the history of an
individuals case and teaches him the way to lead
happy and satisfy life.
 Demonstration
 Co-operative methods: Group discussion

36. AGENCIES OF ADULT EDUCATION
1. Classes of people like teachers, government
servants, volunteers, social education
workers.
2. Regular educational institutions like schools,
colleges, universities, libraries, community
centers.
3. Informal educational device like forums,
study circles, discussion groups, listening
groups, camps etc.
4. Recreational education a bodies like
theatres.
5. Institutions whose primary function is not
education. Eg. Religious bodies

37. PRINCIPLES OF ADULT EDUCATION
1. Need assessment which means that based on
the requirement of the students, the teaching and
learning curriculum are organized.
2. Providing security in the learning environment
among candidates, which means protecting from
natural hazards and fire.
3. Developing good relationship with learners and
the teachers.
4. Reinforcing or rewarding for better performance to
motivate the learner to learn further in better way
and perform well.

38. CONT..
5.Teaching by demonstration techniques or providing
real or simulation environment where the learners
study by real life applications rather than sticking
only to theory.
6.Give respect to the students in their decision
making in learning. Teaching should be a two way
communication, thus making learning interactive.
7. Adult education successfully implemented by team
work.
8. Develop psychomotor skill.
9. Develop accountability.

39. CONT..
10.To improve cognitive and affective domain.
11.Explains the future roles that the adult learners are
going to face.
12.Provide all round development.

40. PROBLEMS OF ADULT EDUCATION
1.Non co-operation of adults
2.Problem of social education workers.
3.Problem of attendance
4.Problem of vocational training.
5.Problem of Equipment.
6.Problem of social backwardness.
7.Problem of suitable literature.
8.Problem of finance

41. PLANNING FOR INSERVICE EDUCATION
PROGRAMME

42. STEPS IN PLANNING PROCESS
1. Assess needs:
 Need to realize the importance of early recognition
of changes in nursing service, technology, public
demands, patient occupancy.
2. Set goals and define specific objectives:
 The primary goal of inservice education
programme is imparting information to change the
way of person performances, think or feels.

43. CONT….
3. Select Resource person:
When selecting the individuals as resource person,
the attributes should be kept in mind are:
 Ability to serve as models for learners.
 Knowledge about concepts of adult learning.
 Expertise experience and clinical competence in
the area to be covered.
 Should know how to communicate knowledge.
 Willing to assist in the evaluation process.

44. CONT…
4.Resources:Assessing the available resources for
establishing the programme.
5.Budget:Establishing a workable budget appropriate
for the programme.
6.Evaluating: Assessing the results at stated intervals,
that is soon after the programme or within one
week.
7.Reassssing: Checking the goals and updating the
plan periodically.

45. EVALUATION OF STAFF EDUCATION
PROGRAMME

46. DEFINITION OF EVALUATION
Evaluation is the process of determining to what
extent the educational objectives are being
realized.
- Ralph Tyler.
Evaluation is systematic examination of educational
and social programme.
-Conbach et.

47. BENEFITS OF EVALUATION IN
INSERVICE EDUCATION
 Promote knowledge and skill efficiency to train and
develop staff .
 Identify cost effective and valuable training
programmes leading to better focused learning and
development.
 Use and reinforce techniques learned to help
improve qualities and client service within the
organization.
 Helps to define future development objectives.

48. STEPS OF EVALUATION
 W.B. Werthis and K. devis in “ personnel
management and Human resources” Suggested 5
steps of evaluation of staff development
programme.
1) Evaluation criteria should be established.
2) Participant should be given a pretest.
3) After training post test should be given.
4) Transfer of the learning to the job setting
performance area.
5) Follow up studies should be undertaken to see
how well learning was retained.

49. TYPES OF EVALUATION
 Two types
1. Formative evaluation:
 Formative evaluation takes place during the
training programme to monitor the learning
progress.
 Feedback to the trainer provides provides for
modifying the form and process training if
necessary.
 Tests used for formative evaluation are mostly
prepared by the teacher trainer.

50. CONT…
2. Summative evaluation:
 It takes place at the end of the programme.
 It is designed to determine the what extent which
the instructional objectives have been achieved.
 This evaluation confirms both the improvement in
the trainees performance and the training itself.

51. METHODS OF EVALUATION
1. Evaluation instruments or Methods:
 Records are used to measure the turnovers or
absenteeism.
 Rating scale are used for performance , attitudes
and judgement of ability.
 Questionaire used to measure decision making,
problem solving, attitudes.
 Observation technique use to evaluate skills.
 Personality tests to measure the changes in ability
or knowledge.

52. CONT…
2.Information Evaluation
 Questionnaire can be used because it gives
information which can be compiled and used.
3.Steering Committee
 A committee is formed with 3 to 4 members of
trainee participants these members interact with
other participants informally about differeent
aspects of the programme.
 The views of participants then compiled and to be
given to the programme coordinator.

53. CONT…
4. Trainees Dairies
 The participants are given diaries at the beginning
of the course and they are asked to write their
views and opinions everyday.
 The diaries are collected at the end of the total
programme.

54. PREPARATION OF REPORT

55. PREPARATION OF REPORT
The report should be prepared with the following
elements:
 Date and duration of Education programme.
 Coordinator and resource persons.
 Purpose of the topic of the education programme
 The group of individuals with basic qualification and
number of individuals in the group.
 Planning components of inservice education.
 Evaluation tools used for the evaluation of
knowledge and skills .
 A brief summary of all the areas to be recorded in
the report and submitted to a higher authority.

56. THANK YOU