MANAGING STAFF DEVELOPMENT FOR LEARNING AND TEACHING

MASTER OF ARTS IN NURSING IN-SERVICE EDUCATION IN NURSING

By teaching health to people, nurses prevent disease, maintain health, facilitate coping, and enable individuals to learn how to re-establish healthful living pattern

2013
HAZEL JOY A. HOKSON, R.N. Wesleyan University -Philippines 6/29/2013

MANAGING STAFF DEVELOPMENT FOR LEARNING AND TEACHING

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 divisional goals and purposes, and grow personally and professionally to prepare themselves for advancement in the institution or beyond the campus.

TEACHING AND LEARNING PROCESS

The role of the nurse as a teacher and trainer is basic to professional practice. Not only must nurse learn how to teach and train others, they must learn to do it well.

Nurses as Effective Teachers

By teaching health to people, nurses prevent disease, maintain health, facilitate coping, and enable individuals to learn how to reestablish healthful living patterns. All nurses lead in one way or another and teach others indirectly or directly. Effective teaching strategies can help members to grow and develop and can improve the quality of patient care. A teacher is a catalyst who brings knowledge and the learner together and stimulates a reaction that can either be positive or negative depending on the teachers skill and learners receptiveness.

Knowledge

Learners

Reaction

All Nurses as Teacher

Nurses teach patients, families, ancillary personnel, and one another. Teaching is inherent in the nursing role whether or not the nurse consciously cultivates and exhibits teaching behaviors. Affective teaching is a learning process. Mastery of teaching requires knowledgeable, careful planning and continuous practice, for it is the teaching process, not the teacher, that is the key to learning. It is not what teachers are like but what they do that determines the outcome of the instruction and how the learners feel about themselves. The nurse serves as a teacher in a wide variety of everyday activities:

1. In one-to-one activities for solving nursing problems and learning procedure or policies. 2. In preplanning and teaching small or large groups in an informal or formal structure. 3. In role modeling directly as a preceptor or in directly through example.

Factors That Influence Learning

Learning occurs all the time. Learning takes place only when information is received, understood, and internalized in such way that some change in behavior occurs, or some conscious effort is made to use the information. Learning is the ultimate goal of all training activities. 1. Motivation/ intent to learn Goal Achievement Advancement Authority Co-workers Influence Comprehension Curiosity Fear of failure Recognition Intention or Motivation I want to master this task so that I can feel good about it. if I learn the principles of management, I may be promoted. Mastering the role of team captain for Code blue team will allow me to take charge of emergencies. By advancing a step above my teammates, I will be looked up to. I want the feeling of knowing I can master the computer. there never seems to be enough time to learn all that I need or want to know What if I cant learn how to function as case manager; what will people think of me? I love the thought of being a preceptor. The new grads and new employees will treat me with respect and listen to my advice. Becoming a unit manager seems a heavy responsibility. So many people depend on the manager to do good job. Even so, I want the job. I will have arrived! It will be worth all the effort to learn this job! Then I will have a new title on my lapel pin and on the door for all to see. I want to learn enough to be allowed to float from one unit to another. One day will never be like another. It is so

Responsibility

Status

Variety

exciting to think about.

2. 3. 4. 5.

a supportive environment for learning, teaching methods, curriculum design, previous academic success

The Learning Process

Learning is any relatively permanent change behavior as a result of experience. Learning helps one to adapt to the environment.

Shaping in graduated steps Environment Attitudes Personality Law of Effect Positive or Negative Consequence Behavior Modelingongoing process

Adult Learners
Four things an adult learner wants from a teacher.

Teaching and Learning Methods

The method used impacts on the effectiveness of learning and retention of information. The more active people are in the learning process, the better the learning which means that experiential learning is the most effective method.

1. Mass Instruction Method These include lectures using variety of learning technologies such as Powerpoint, videos, patient information leaflets and posters. These method do not encourage an active approach from participants, lectures are only 5% effective as a teaching method while reading is 10% effective and a video or poster is 20% effective. (Wood 2004). 2. Individualized Methods These include directed study as computer-assisted learning, reflection, portfolios, workbooks, demonstrations, flexible learning materials and patient information leaflets. These method encourage a more active approach from participants and therefore more effective. Demonstrations are about 30% effective while practice by doing is around 75% effective. (Wood 2004). 3. Group Methods These include reflective group sessions, group work, self help groups, action learning, problem-based learning, tutorial and seminars. Again these method require active participation. Wood(2004) states that discussion groups are about 50% effective in terms of the learning process. a. Action learning- a process of learning and reflection that happens with the support of a group or a set of colleagues working with real problems with the intention of getting things done. b. Problem-based learning-is a learning and teaching strategy that promotes learning by encouraging learners to actively engage with others to analyze and solve problems- a fundamental skill required of a healthcare professional.

STAFF DEVELOPMENT PROCESS FOR LEARNING AND TEACHING

Needs Assessment for an Educational Program
Systematic determination of educational needs based on organizational goals can be used as a basis for developing specific content. In this way, staff development programs are used in the most cost-effective and efficient manner. The decision to offer educational programs should be based on teaching behaviors that: 1. Can be made more effective and efficient by educational efforts.(e.g., a streamlined dressing technique) 2. Need maintenance (e.g. , cardiopulmonary resuscitation, infection control) 3. New employees need to learn (e.g., required documentation) 4. Employees who are transferred and promoted need to learn( e.g., a nurse who transfers to intensive care and needs education about thermodilution catheters) 5. Are needed as a result of new evidence for(e.g., a new chemotherapeutic agent)

Strategies to identify learning needs:

1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

Checklist Advisory groups Quality improvement data Professional standards Group brainstorming Mandatory classes dictated by federal, state and local regulations: Infection control Employee fire and patient safety Quality assurance/quality improvement Cardiopulmonary resuscitation Handling of hazardous materials

Planning
Planning is a four stage process that includes : a. Establishing objectives b. Evaluating the present situation and predicting future trends and events c. Formulating a planning statements(means) d. Converting the plan into an action statement Nurse managers have a variety of resources at their disposal. The staff development or educational department may use variety of media, such as closed-circuit television, online Web-based instruction, satellite programs, competency-based programs, self study, and traditional didactic programs. Other alternatives are using experienced staff members as teachers, preceptors, or mentors; unit based educators; or off site continuing education programs. Three main questions should be considered in assessment and planning: a. Can the learner do what is required? b. How should the staff development program be arranged to facilitate learning? c. What can be done to ensure that what is learned will be transferred to the job?

Implementation
It is involve with bringing together educators, learners and the materials and methods needed for education. For effective adult education, the learners needs, at a minimum: a. Material to be presented b. Practice using the new knowledge and/or skill c. Feedback about performance

Evaluation
It is an investigative process to determine whether the education was cost effective, the objective was achieved, and learning was applied to the job.

 The purpose of evaluation is to determine whether the educational program has a positive effect on day-to-day operating problems and to identify elements of the program that need improvement Criteria for evaluation a. Learning reaction b. Learning acquired c. behavior change d. organizational impact