its very useful for that students studying management. Read it. u can apply this in your experience.

1. STAFF DEVELOPMENT
TRAINING AND
DEVELOPMENT

2. INTRODUCTION
 For any organization to be effective needs
5M’s i.e. men, money, material, methods and
machines. It is more of men duly qualified than
other factors or other M’s. The staff is the key
to the development and success of
organization. Hence the staff development
system should be one of the feature of the
organization.

3. INTRODUCTION CONTD….
 In the nursing organization, one of the
important duties of nurse managers is staff
development for improving the quality of
nursing care. If staff development is designed
and implemented based on proper principles
and nurses’ needs, it can lead to the
improvement of nursing care.

4. CONCEPT AND MEANING OF
STAFF DEVELOPMENT
 Staff development is a ‘ process that assists
individuals in an agency or organization in
attaining new skills and knowledge, gaining
increasing levels of competence, and growing
professionally. Various resources outside the
agency employing the individuals may be
used. The process may include such
programmes as orientation, in-service
education, and continuing education.
 ---Mosby’s medical dictionary, 8th edition.

5. Concept and meaning contd…
 Staff development also refers to the
processes, programs and activities through
which every organization develops, enhances
and improve the skills, competencies and
overall performance of its employees.

6. Concept and meaning contd…
 From employees point of view, staff
development is defined as the process of
providing opportunities for employees to
improve their knowledge, skills and
performance in line with the goals and values
of the organization and in relation to the
interests and needs of the employees.

7. Importance and need of staff
development
 The scientific knowledge estimated to be
doubling itself every 20 years, we can expect
even more rapid changes in nursing practice in
future. So not only knowledge and skills learnt
are forgotten, these can become outdated with
new development of technology and
approaches. Therefore it is more necessary for
nurse to review their knowledge and reorient
and synchronize their practices.

8. Importance and need contd…
 There is also a great need for staff
development because of rapid societal
changes and advancements in health
sciences.
 There is also marked change in demographic
characteristics of our population, increased
public demand and interest in health
promotion, increased specialization among
nursing personnel, research by medical and
nursing and other health professionals.

9. Importance and need contd…
 To keep pace with the rapid expansion and
advancement of medical technology, nurses
should be trained and skilled.
 To fulfill the demand of nurse administrator of
high qualification and caliber to manage high
tech nursing.
 To fill the gap between present capabilities of
staff and scientific bases for practice.

10. Importance and need contd…
 To assist the staff to be research oriented and
practices of evidence based nursing.
 Helps the staff to improve morale and job
satisfaction, as due to excessive responsibilities,
inadequate authority and staff shortage, the nurse
enthusiasm is decreasing.
 Helps to increase the efficiency of organization.
As a result of poor professional avenues, the staff
becomes locked into dead end jobs, staff
development programme can stimulate higher
level of aspiration.

11. Importance and need contd…
 To emphasize quality rather than quantity of
care.
 For successful operation, progressive growth
and development of organization is required.

12. Goal of staff development
 The goal of staff development is to see
measurable improvements in staff
performance and overall productivity in the
medium-to-long term period.

13. Objectives
 To ensure that the organization is well staffed
with proficient and capable nurse
administrators and nurse clinicians.
 To ensure obtaining maximum potential of all
nursing members of managing team and
optimal utilization of managerial resources.
 To ensure elements of modernization.

14. Objectives contd….
 To address nurse employees aspiration. These
aspirations often help define the starting point
of the staff development process.
 To formalize the roles of the nurses in the
organizations where their roles are not defined
that emphasizes the importance of
accountability and the consistency of
expectations.

15. Objectives contd..
 To address the training needs of nurses. There
should be training opportunity available to
each staff.
 To develop a congenial organization climate
that adds to the quality nursing care and
patient’s outcome profitability.
 To identify management potential. Staff
development should aim to identify individuals
with leadership skills who have potential to
become nurse managers.

16. Objectives contd..
 To achieve the nursing organizational
objectives since the opportunities are being
made available to one and each nursing staff
to grow, develop and act independently.

17. Advantages of staff
development
 To improve knowledge, skill and attitude of
nurses of every level.
 To broaden the outlook of the nurse
administrators in relation to job
functions,responsiblities, policies and
objectives etc.
 To develop future nurse managers and
administrators, so that they will continue to
grow and prosper.

18. Advantages contd….
 To change the attitude of nursing personnel
and motivate them to work whole heartily.
 More scope for delegation of authority,
because of the availability of trained nursing
personnel to assume increased
responsibilities.
 Quick and smooth take over by new nursing
staff. In addition, a mentoring program can
educate new nurse employees on workplace
culture issues specific to that hospital.

19. Advantages contd….
 Keep all the nursing personnel up to date with
all the nursing technology and thus improves
the professional standards.

20. Staff development process
 Develop a guiding policy for staff
development: the first step that is taken in the
staff development to determine specific
procedures through which to implement the
program. The policy set the guidelines for the
administrative discretion necessary for its
implementation. It emphasizes the need for
development process that relate directly to the
strategic plans of the organization and its
goals and objectives.

21. Staff development process
contd…
 Formulate goals and objectives of staff
development: The goals and objectives of
the staff development should be based on
organizational and nurse employee needs and
interests. The objectives should be specific,
measurable, attainable, and realistic and time
bound.

22. Staff development process
contd…
 Plan the staff development program: plan
programme activities, encourage collaborative
participation, provide delivery systems, and
determine program responsibilities. Decide
what, when, how, where and why about the
program in detail. Make a plan of methodology
of conducting the program.

23. Staff development process
contd…
 Implement program: implement the program
activities, schedule as per plan. Staff
development activities include both formal and
informal activities.
 Evaluate the staff development process
and take appropriate action: in this stage,
judge the extent to which the stated goals and
objectives for the staff development program
are being met. Plan the changes to be made, if
required.

24. Functions of staff development
programme
 The main purpose of the staff development is
to provide educational activities for all nurses
employed by the health care agency directed
towards change in behavior related to role
expectations, which build upon the individual
varied education and experimental basis. The
staff development programme must be
concerned with the growth and development of
personnel from their initial contact with a
health care agency until termination of service.

25. Components of staff development
process
 Socio economics
• Man power planning
1. Recruitment
2. Selection
3. Placement
• Counseling
1. Performance evaluation
2. Carrer planning
3. promotion

26. Components of staff development
process contd…
• Employee –employer relations
1. Personal policies and practices
2. Health services
3. Labor relations

27. Components of staff development
process contd…
 Experience
• Nursing practices:
1. Direct patient care- general or specialties as
independent patient care assignment or team
approach
2. Indirect patient care- supervision,
administration, teaching and research.

28. Components of staff development
process contd…
• Other real life experiences
1. Colleague interaction.
2. Voluntary activities related to health care.
3. Professional association participants
4. Personal life.

29. Components of staff development
process contd…
 Education
• Continuing education
1. In-service education
2. Orientation
3. Skills, attitude and knowledge pertinent to
nursing practice within the health care team
and to career planning for individual nurse
practitioners.
4. Extramural education pertinent to individual
and health care agency need.

30. Components of staff development
process contd…
• Post basic nursing education
It is pertinent to nursing practice, individual and
health care agency.

31. Staff development model for goal
achievement of the health care
agency, the nurse and the nursing
profession The staff development model is based on the
aforementioned philosophical statement that
the activities within a health care agency are
directed toward achieving a high quality care
through the mutual goal oriented efforts of the
health care agency, the nursing profession,
and its practitioners. In its broadest sense, the
staff development has 3 major components-
education, experience and socio economics.

32. Model contd…
 Education: the educational component
assumes that the nurse is motivated to
continue learning through involvement in
educational activities endorse by a health care
agency and the nursing profession. It may take
the form of continuing education- in service
education and extramural education, or
post basic nursing education.

33. Model contd….
 In-service education- agency based
educational activity is referred to as in- service
education. It begins with the orientation to the
health care agency and to a particular position,
and continues in the form of specific skill
training related to nursing or more generalized
skill training related to patient care within the
context of the health care team

34. Model contd…..
 Outside the agency, the nurse’s education
activities may continue either as extramural
education or as post basic education.
Extramural education , like in service
education, can rightfully be classified as
continuing education. It includes short course,
conferences, seminars and the like, which are
planned for group learning, as well as
programmed learning and correspondence
courses geared to the individual nurse.

35. Model contd…..
 Post basic education refers to formal study at
a degree-granting institution. Although, in most
cases this type of education involves a full
time commitment to an academic programme
leading to a university diploma, certificate, b.sc
degree and m.sc degree. It requires leave of
absence from the health care agency, it is still
planned staff development.

36. Model contd…..
 Education, either post basic and /or continuing
education, organized within or outside a health
care agency is influenced by the standards of
nursing practice and the interest and support
of the professional association.

37. Model contd…..
 Experience: experience in nursing practice
and experience in daily living are integral parts
of staff development. Although a planned
approach to the daily assignment of nursing
responsibilities is both a benefit to the
development of the nurse practitioner and a
prerequisite to high quality patient care, some
benefit is also derived from unplanned
experience. The planned activities
encountered with involvement in professional
nursing association activities and those of
community organisations

38. Model contd…..
 Are experiences that are recognized by health
care agencies, nursing professions, and the
nurses as contributing to staff development.

39. Model contd…..
 Socioeconomic: the socio economic
component of staff development assumes the
involvement of the health care agency, the
nurse and the nursing associations in
management, planning, counseling and
employee-employeer relations. The
effectiveness of manpower planning depends
on needs assessment which is in part
influenced by the standards set by the nursing
profession and in part by the honoring of job
commitment made between the health care
agency and the nurse.

40. Model contd…..
 These latter factors also determine the extent
of exposure of the nurse to staff development
programmes. Counseling from the staff
development point of view includes career
planning as well as performance evaluation for
the benefit of both the health care agency and
the nurse. Employee-employeer relations, as
reflected in personnel practices form the basis
of policies underlying staff development in any
agency. It provides guidelines pertinent to staff
development programme.

41. Resources
 Public libraries, audiovisual program in
addition to many books and computers,
research activities and speakers to community
groups.
 Schools and universities
 Association
 Health and inter service agency
 Other nursing homes
 Ones own staff

42. Administrative structure of a
staff development program:
 Major factors that determine the
administrative structure:
 Administrative philosophy, policies & practices
of health care agency.
 Policies, practices and standards of nursing &
other health professionals.
 Human & material resources
 Physical facilities
 Financial resources

43. Administrative structure contd…
 Centralization v/s decentralization: in some
cases a centralized structure will be more
effective than a decentralized structure.
Usually the co-ordination of staff development
is more readily facilitated in a centralized
structure. However in a decentralized
structure, it is possible to involve a larger
number of personnel in planning and
implementing programmes.

44. Role
 Applies adult learning principles when helping
employees learn new skills or information.
 Coaches’ employees readily regarding
knowledge and skill deficits. Actively seeks out
teaching opportunities.
 Uses teaching techniques that empower staff.
 Is sensitive to the learning deficits of the staff
and creatively minimizes these deficits.

45. Types of staff development
 Induction Training.
 Job Orientation.
 In service education
 Continuing education
 Training for special function

46. Types of staff development
 Induction training: is a brief, standardized
indoctrination to an agency’s philosophy,
purposes, policies and regulations given to
each worker during her or his first two or three
days of employment in order to ensure his or
her identification with agency ‘s philosophy,
goals and norms.

47. Need of induction training
 Increased retention of newly hire employees,
Improved employee morale and Increased
productivity.

48. Steps in induction training
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

49. Forms of induction
 Internship
 Preceptor ship
 Mentorship

50. Job orientation
 It is an individualized training programmes
intended to acquaint a newly hired employee
with job responsibilities work place, clients and
co- workers.
 The process of creating awareness with an
individual of his/her roles, responsibilities and
relationships in the new work situation.

51. Components of job
orientation
 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.

52. Types of orientation
 General orientation
 Specific orientation

53. 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 trail and error

54. IMPORTANCE CONTD…
 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

55. Content
 The origination and its environment
 Policies, rules and regulation
 Personnel
 Services
 Functions to be undertaken

56. In- service education
 In- service education: is a planned
educational experience and refers to an on
going –on the job instruction that is given to
enhance the workers performance in their
present job.
 In-service education is a planned educational
experience provided in the job setting and
closely identified with service in order to help
the person to perform more effectively as a
person and as a worker.

57. Concept of in-service education

58. Need for in-service education
 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.

59. OBJECTIVES
 To provide for and promote the personal growth and
development of the workers
 To stimulate and develop occupational skills.
 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 develop confidence
among the nurses.
 To retain experience personnel to foster the continue
education.

60. STEPS IN IN-SERVICE
EDUCATION
 Assessment : Pinpoint needs, prioritize
needs, set training objectives, and develop
criteria.
 Implementation :Climatic check, actual
conduction of training with ongoing monitoring.
 Evaluation : Establishment of criteria, pre test
to the participants, post test following
completion of the training or program.
Observation on transfer of learning to the job,
follow up studies for assessment of extent of
retention of learning.


61. CONTINUING EDUCATION
 Continuing education: is an educational
activity, primarily designed to keep the
registered nurses abreast of their particular
field of interest and do not lead to any formal
advanced standing in the profession.
 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

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

63. 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.

64. NEED FOR 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.

65. 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.

66. OBJECTIVES
 To help the nursing personnel to perform
correct methods and procedures with
understanding.
 Establishing standards and quality of nursing
services.
 Procedure to skill nurses to skilled nurses.

67. TYPES OF SKILLS
 Psychomotor skill
 Cognitive skill
 Teaching skills
 Affective skill
 Communication skill
 Supervisory skills

68. NEED
 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.
 Avenues of advancement and promotion need
to be better developed.
 Fear of making mistakes

69. GUIDELINES FOR SKILL
DEVELOPMENT
 Set the stage, using equipment similar to that
provided for the worker in the work situation.
 Create in worker a learning attitude,
 Give reasons why the procedure is carried out
in this way in this agency;
 Break the activities in to logical steps,
necessary to carry out the procedure.
Demonstrate step by step.

70. GUIDELINES CONTD….
 Make certain that the person has learnt by
requiring a return demonstration
 Provide written out lines for references.
 Arrange for follow up (supervision).

71. Standards of staff development
programme (ANA)
 Standard 1 – organization and administration
 The nursing service department and the nursing
staff development unit philosophy, purpose and
goals address the staff development needs of
nursing personnel.
 Standard II – human resources
 Qualified administrative, educational and support
personnel are provided to meet the learning and
developmental needs by nursing services
personnel.

72. STANDARDS CONTD…
 Standards III – learner
 Nursing staff development educators assist
nursing personnel in identifying their learning
needs and planning learning activities to meet
those needs.
 Standard IV – program planning
 Provides the unit systematically, plans and
evaluate the overall nursing staff development
program in response to health care needs.

73. STANDARDS CONTD…
 Standard V – educational design
 Educational offering and learning experience are
designed through the use of educational process
and incorporate adult education and learning
principles.
 Standard VI – material resources and facilities
 Material sources and facilities are adequate to
achieve the goals and implement the functions of
the overall nursing staff development unit.

74. STANDARDS CONTD…
 Standard VII – records and reports
 The nursing staff development unit
establishes and maintains a record keeping
and report system
 Standard VIII – evaluation
 Evaluation is an integral ongoing and
systematic process, which includes measuring
the impact on the learning

75. STANDARDS CONTD….
 Standard IX – consultation
 Nursing staff development educators use the consultation
process to facilitate and enhance achievement of individual,
departmental and organizational goals.
 Standard X – climate
 Nursing staff development educators foster a climate which
promotes open communication, learning and professional
growth.
 Standard XI – systematic enquiring
 Nursing staff development educators encourage systematic
inquiry and applications of the results into nursing practice.

76. Potential difficulties in staff
development & training activities
 Lack of time
 Inadequate resources at disposal
 Under-funded training budgets
 Conflicting priorities
 Lack of Clarity about what should be done
 Failure to identify, or accept the need.

77. Potential difficulties in staff
development & training activities
contd…
 Shortfall in training skill or experience
 Fear that trained employee will leave the
organization or will be poached by competitor.
 Cynical attitude to Staff development-Not
directly measurable. Treated as Cost not
investment.

78. Methods of delivering SDP
 INDUCTION TRAINING:
 Physical tour of the facilities
 Group discussion
 Seminar
 Hand book and pamphlet

79. JOB ORIENTATION
 Orientation
 Seminar
 Discussion
 Hand out or book and pamphlets

80. IN SERVICE EDUCATION
 Orientation
 Skill training
 Continuing education
 Leadership training

81. CONTINUING EDUCATION
 Lecture
 Demonstration
 Seminar
 Debate
 Journal club
 Book review
 Correspondence course
 Formal course
 Clinical research

82. TRAINING FOR SKILL
 Demonstration
 Discussion
 Role-play method

83. ADULT EDUCATION
 Adult education is a formal and informal
instruction and aids to study of mature
persons, all activities with educational
purposes carried out by mature persons on a
part time basis, and voluntary basis.
Purposeful effort towards the self development
of adults, conducted by public or private
agencies for informational, cultural, remedial,
vocational, recreational, professional and other
purposes.

84. Objective
 It is the development of the people themselves
to the end, that they through their own
initiative, may effectively identify and solve the
various problems which they face.

85. Scope
 The purpose of adult learning is to improve
one’s competency in life. Rapid scientific and
technological advances have greatly altered
the practice of nursing. As with changes in
medical practice, the gap between scientific
knowledge and its application grows.
 Thus the life long learning is essential for
nurses and it should be continued throughout
their professional life.

86. Characteristics of an adult
learner
 Adult must want to learn and must feel the
need to learn a particular knowledge and skill.
 Adult prefers learning based on the active
involvement and the problems they face in the
working environment.
 The opportunity to question and freedom to
disagree in an environment that allows for
mature relationships facilitate adult learning.

87.  Adult wants guidance and to know how they
are progressing.
 An informal setting facilitates adult learning

88. Roles and functions of
administrator/manager in staff
development
 Roles:
• Applies adult learning principles when helping
employees learn new skills or information.
• Coaches employees readily regarding
knowledge and skill deficits.
• Actively seeks out teaching opportunities.
• Uses teaching techniques that empower staff.

89. Roles and functions contd….
 Is sensitive to the learning deficits of the staff and
creatively minimizes theses deficits.
 Frequently assess learning needs of the unit.
 Functions:
 Ensures that there are adequate resources for
staff development.
 Assumes responsibility for quality and fiscal
control of staff development activity.
 Makes appropriate decisions regarding
educational resource allocation in periods of fiscal
constraints.

90.  Ensure that all staff are competent for roles
assigned.
 Provides input in formulating staff development
policies.