It is important to understand the basic concept of staff development program and its significance to implies it on organisation to make in stronger and efficient work force.

1. STAFF DEVELOPMENT
PROGRAM

2. AIM – AT THE END OF SEMINAR, THE STUDENTS WILL ACQUIRE
INDEPT KNOWLEDGE OF STAFF DEVELOPMENT PROGRAM AND
DEVELOP A SKILL TO APPLY THIS KNOWLEDGE WHILE CONDUCTING
STAFF DEVELOPMENT PROGRAM.
SPECIFIC OBJECTIVES – AT THE END OF SEMINAR, THE STUDENTS WILL ABLE TO
• INTRODUCE THE CONCEPT AND MEANING STAFF DEVELOPMENT.
• DISCUSS THE NEED FOR STAFF DEVELOPMENT.
• ENLIST THE PRINCIPLES INVOLVED IN STAFF DEVELOPMENT.
• DESCRIBE THE STAFF DEVELOPMENT PROCESS.
• DESCRIBE THE FUNCTIONS OF STAFF DEVELOPMENT PROGRAM.
• EXPLAIN VARIOUS STAFF DEVELOPMENT MODELS.
• CLASSIFY VARIOUS ACTIVITIES FOR STAFF DEVELOPMENT PROGRAM.
• IDENTIFY AN ADVANTAGE OF STAFF DEVELOPMENT PROGRAM.
• DISCUSS THE ROLES AND FUNCTIONS OF ADMINISTRATOR/MANAGER IN STAFF
DEVELOPMENT.

3. WHAT IS NEED FOR EFFECTIVE
ORGANIZATION ?
Men
Money
Material
Method
Machine
QUALITY AND
QUANTITY OF
PERFORMANCE

4. DEFINITION-
ACCORDING TO MOSBY’S MEDICAL DICTIONARY, 2009
• STAFF DEVELOPMENT IS A PROCESS THAT ASSIST INDIVIDUALS IN AN
AGENCY OR ORGANIZATION IN ATTAINING NEW SKILLS AND KNOWLEDGE,
GAINING INCREASING LEVELS OF COMPETENCIES, AND GROWING
PROFESSIONALLY. VARIOUS RESOURCES OUTSIDE THE AGENCY EMPLOYING THE
INDIVIDUALS MAY BE USED. THE PROCESS MAY INCLUDE SUCH PROGRAM AS
ORIENTATION, IN-SERVICE EDUCATION AND CONTINUING EDUCATION.

5. Nurses
participates
Learning
activities
Develop
competence
Enhance
practices
Goal
achievement
Nursing
career

6. PROFESSIONAL DEVELOPMENT FOR NURSES-
QUALITY CARE
Evaluation
Risk
management
Recognition
of learning
needs
Learners
Nurse
educator
Nurse
manager

7. WHY STAFF DEVELOPMENT IS NEEDED?
Meet social change
and scientific
advancement
Upgradation of
knowledge and skill.

8. PERSONAL
ADVANCEMEN
T
SKILL
IMPROVEMENT
PROFFESSIONA
L
DEVELOPMENT

9. TRENDS IN
NURSING AND
MEDICAL
PRACTICES
ACQUISITION
OF
KNOWLEGDE
AND SKILL –
MEDICAL AND
NURSING
ADVANCEMENT
PRACTICE OF
EVIDENCE –
BASED
PRACTICE

10. Job
satisfaction
and morale
improvement
Efficiency of
organization
Quality care

11. PRINCIPLES INVOLVED IN STAFF
DEVELOPMENT -
Interest
Knowledge
Experience
Behavioral
modification
Problem
solving
Active
learning

12. STAFF DEVELOPMENT PROCESS
Develop a policy
for staff
development
Formulate goals
and objectives
Plan Staff
development
program
Implement
planned program
Evaluate the
program and take
remedial action

13. FUNCTIONS OF STAFF DEVELOPMENT
PROGRAM-
Socioecono
mics
Education
Experienc
e
Framework for structuring SDP

14. IMPLEMENTATION OF
STAFF
DEVELOPMENT
PROGRAM
RESOURCES
INFRASTRUCT
URE
STANDAR
D
PRACTICES
ADMINISTRAT
IVE POLICIES
FINANCES

15. STAFF DEVELOPMENT MODEL
STAFF DEVELOPMENT MODEL FOR GOAL ACHIEVEMENT
OF THE HEALTH CARE AGENCY, THE NURSE AND
NURSING PROFESSION.
THE RPTIM MODEL
IOWA PROFESSIONAL DEVELOPMENT MODEL

16. STAFF DEVELOPMENT MODEL FOR GOAL ACHIEVEMENT OF
THE HEALTH CARE AGENCY, THE NURSE AND NURSING
PROFESSION.
Educati
on
Socioecono
mic
Goal
achieve
ment
Experienc
e

17. THE RPTIM MODEL
Readiness
Planning
Training
Implementation
Evaluation
PROFESSIONAL DEVELOPMENT

18. PROGRAMS FOR STAFF DEVELOPMENT
 ORIENTATION PROGRAM
SKILL TRAINING PROGRAM
LEADERSHIP AND MANAGEMENT DEVELOPMENT
CONTINUING EDUCATION
INSERVICE EDUCATION

19. ORIENTATION PROGRAM
• INTIAL STAGE OF EMPLOYMENT
• HELPS TO ACQUIRE NEW RESPONSIBILITIES
• AQUAINT NURSES WITH INFORMATION
• 3 STAGES- ORIENTATION TO ORGANIZATION ,
AREA & JOB
• IMPORTANT ASPECTS TO BE KNOW– PHILOSOPHY
AND POLICIES OF ORGANIZATION, RULES AND
REGULATIONS, VISIT TO THE PHYSICAL SET UP,
OPERATIONAL FUNCTIONS AND JOB DESCRIPTION.

20. SKILL TRAINING PROGRAM
• FOR SKILL IMPROVEMENT
AND REDUCE THE GAP
BETWEEN KNOWLEDGE
AND PRACTICES.
• CHANGE IN ATTITUDE OF
NURSE TOWARDS
CHANGING TRENDS IN
NURSING.

21. LEADERSHIP AND MANAGEMENT
DEVELOPMENT
IMPROVE
MANAGERIAL
ABILITIES NEED
IDENTIFICATIO
N
INCIDENT
REPORT,
TURNOVER,
PATIENT RATE,
QUALITY
CONTROL
RESPONSIBILIT
Y
ACCOUNTABILI
TY

22. CONTINUING EDCUATION
CONTINUING EDUCATION IS DEFINED AS THE TRAINING THAT AN INDIVIDUAL
UNDERTAKES AFTER THE END OF BASIC PROFESSIONAL EDUCATION TO IMPROVE
COMPETENCE AS A PRACTITIONER AND NOT WITH VIEW TO GAIN A NEW DIPLOMA
OR LICENSE. I need to
update myself
and improve
my skill in
nursing
practices
I think it is better
be complete my
short course in
wound care
management .

23. COMPONENTS OF CONTINUING EDUCATION
CONTINUING
EXPERIENCE
LEARNING
EXPERIEN
CE
ENHANCE
KNOWLEDGE
AND SKILL
PROFESSIONAL
PRACTICE
COMPETENCY

24. NEED FOR CONTINUING EDUCATION.
1. • RESPOND EFFECTIVELY TO THE CHALLENGE OF CURRENT
SOCIAL CHANGES.
2. • TO IMPROVE THE HEALTH CARE, ECONOMIC AND
EDUCATIONAL OPPORTUNITIES.
3. • TO IMPROVE THE NEW HEALTH PATTERNS OF HEALTH CARE.
4. • DUE TO INCREASING TREND TOWARD SPECIALIZATION.
5. • DUE TO LEGISLATION AND ITS IMPACT ON THE EDUCATION OF
HEALTH PERSONNEL.

25. HOW THE NURSE MANAGER PLAN FOR CE ?
NATIONAL
REGIONAL
STATE
LOCAL
EFFECTIVEPLANNIG

26. PLANNING FOR CONTINUING EDUCATION
Continuing
Education
What is to
be done?
Why is it
necessary?
How is it
to be
done?
Where it it
to be
done?
When is it
to be
done?
Who
should so
the job?

27. STEPS IN THE PLANNING PROCESS OF CONTINUING
EDUCATIONDeciding
upon
specific
objectives
consistent
with these
goals Determinin
g the
course of
action
required to
meet the
specific
objectives
Assessing
the
available
resources
for
establishin
g the
program
Establishm
ent of
workable
budget,
appropriat
e for the
Evaluating
the results
at stated
intervals
Reassessing
the goals and
updating the
plan
periodically
Establishm
ent of
goals with
purpose
/mission of
organizatio
n

28. INSERVICE EDUCATION
INSERVICE EDUCATION IS DEFINED AS A CONTINUED PROGRAM OF
EDUCATION PROVIDED BY THE EMPLOYING AUTHORITY, WITH THE
PURPOSE OF DEVELOPING THE COMPETENCES OF PERSONNEL IN
THEIR FUNCTIONS APPROPRIATE TO THE POSITION THEY HOLD, OR
TO WHICH THEY APPOINTED IN THE SERVICES.
PLANNED
INSTRUCTIONAL
PROGRAM
NURSE
EDUATORS AND
OTHER NURSING
PROGRAM
INCREASE
COMPETENCY IN
SERVICES

29. CHARACTERISTICS OF INSERVICE EDUACTION
• IT SHOULD BE GIVEN IN JOB SETTING.
• EVERY PROGRAM SHOULD BE PLANNED AND ONGOING.
• IT SHOULD BE CLOSELY RELATED AND IDENTIFIED WITH SERVICE COMPONENTS.
• IT SHOULD HELP THE EMPLOYEES’ LEARNING AND IMPROVE HER/HIS
KNOWLEDGE, SKILLS AND ATTITUDE.

30. FACTORS INFLUENCING INSERVICE
EDUCATION
COST OF
HEALTHCARE
MANPOWER
CHANGES IN
NURSNG
PRACTICE
STANDARDS
IN NURSING
PRACTICE
PLANNED
APPROACHES

31. APPROACHES OF INSERVICE EDUCATION
CENTRALIZED APPROACH
DECENTRALIZED APPROACH
CO – ORDINATED APPROACH

32. BENEFITS OF STAFF DEVELOPMENT PROGRAM

33. BIBLIOGRAPHY
• VATI JOGINDRA, PRINCIPLES & PRACTICE OF NURSING MANAGEMENT &
ADMINISTRATION, 1ST EDITION, 2013, JAYPEE PUBLICATION, PAGE NO. 398 –
407.
• BASAVANTHAPPA B T, NURSING ADMINISTRATION, 2ND EDITION, 2009, JAYPEE
PUBLICATION, PAGE NO. 737 – 767
• MANIVANNAN C, BASKARAN J, TEXT OF NURSING MANAGEMENT IN SERVICE AND
EDUCATION,1ST EDITION, 2016, JAYPEE PUBLICATION, PAGE NO – 208 – 217
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• WWW.PUBMED.COM
• WWW.GOOGLESCHOLAR.COM