.

1. STAFF DVELOPMENT FOR EDUCATORS
INTRODUCTOIN
Staff development can be viewed as the activities and programs (formal or informal and
on or off campus) that help staff members learn about responsibilities, develop required skills
and competencies necessary to accomplish institutional and organizational goals and purposes,
and grow personally and professionally to prepare themselves for advancement in the institution
or beyond the campus.
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.
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 employees.
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)

2. NEEDS FOR STAFF DEVELOPMENT:
 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.
GOALS:
 Assist each employee (nurse) to improve performance in his/her position.
 Assist each employee (nurse) to acquire personal and professional abilities that maximize
the possibility of career advancement.

3. OBJECTIVES
 To increase employee productivity.
 To ensure safe and effective patient care by nurses.
 To ensure satisfactory job performance by personnel.
 To orient the personnel to care objectives, job duties, personnel policies, and agency
regulations.
 To help employees cope with new practice role.
 Help employees cope with new practice role.
 Help nurses to close the gap between present abilities and the scientific basis for nursing
practice that is broadening through research.
FUNCTION OF STAFF DEVELOPMENT
 Provide Educational activities for all nurses employed by the health care agency directed
towards change behavior related to role expectations.
 It concerned with growth and development of personnel from their initial contact with a
healthcare agency until termination of service
STAFF DEVELOPMENT PROGRAMS:
 Induction Training.
 Job Orientation.
 In service education
 Continuing education
 Training for special function

4. 1. INDUCTION TRAINING
Needof induction training
 Increased retention of newly hire employees,
 Improved employee morale and
 Increased productivity.
Steps in induction
 Tour of facilities
 Introduction to the other employees and subordinates.
 Description of organizational functions.
 Departmental visit
 Orientation to philosophy goals and objectives
 Administration policies and procedures
Techniques used in induction
 Internship
 Preceptorship
 Mentorship

5. 2. JOB ORIENTATION
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 orientation
 Specific orientation
Content of an Orientation Programme
 The origination and its environment
 Policies, rules and regulation
 Personnel
 Services
 Functions to be undertaken

6. 3. IN SERVICE EDUCATION
Definition
In service education is a planned educational experience provided in the job setting and
closely identified with services in order to help person perform more effectively as a person and
as a worker.
Concept of in-service education Closely identified with services Help a person’s to
improve performance effectively Planned education activities Provided in a job setting
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.

7. 4. 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
 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
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.
Needof continuing education
 To ensure safe and effective nursing care
 Changing health care delivery system,

8.  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.
5. 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
 To help the nursing personnel to perform correct methods and procedures with
understanding.
 Establishing standards and quality of nursing services.
Types of skills
 Psychomotor skill
 Cognitive skill
 Teaching skills
 Affective skill
 Communication skill
 Supervisory skills

9. Needfor 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.
 Avenues of advancement and promotion need to be better development
 Fear of making mistakes
Guidelines for skill training
 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.
 Make certain that the person has learnt by requiring a return demonstration
 Provide written out lines for references.
 Arrange for follow up (supervision
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

10. Qualified administrative, educational and support personnel are provided to meet the learning
and developmental needs by nursing services personnel.
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.
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.
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

11. 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.
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.
 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.

12. CONCLUSION
Any professional body requires members to provide evidence that they are in touch with
the latest developments and techniques. All individuals who take a professional interest in their
jobs should be alert to the need to enhance their skills and competencies. Demands for
continuous quality improvement and public accountability mean that all support staff,
researchers, managers, and academic staff must be able to demonstrate that they are keeping
abreast of new knowledge, techniques and developments related to their roles, and be keenly
aware of the changing higher education landscape.
REFERENCES
1. Sarah B Keating. Curriculum development and evaluation in Nursing. 1st edition. 2006.
Lippincott Williams and Wilkins. Philadelphia.
2. KP Neerja. Text book of Nursing Education. 1st edition. Jaypee brothers medical
publishers. New Delhi. 2003.
3. B.T. Basavanthappa. Nursing education. Jaypee Brother Medical publishers. New Delhi:
2004
4. Loretta E Heidgerken. Teaching and learning in school of nursing –principles and
methods.3rd edition. Konaels publishers. Delhi: 2006