Prepared By:
Mercy Parneetha K.A.
In service education
Definition-
‘It is planned learning experience
provided by the employing agencyfor
employees,,
Nature and scope-
It is a vehicle by which goals &the multiple articulated
means available to achieve.
It aim to developing ability for efficient working & the
capacity for learning.
To improve once competency in life.
Aims-
Acquisition of newer knowledge.
Improvement of performance.
To develop specific skill required forpractice.
Improves the staff member chances forpromotion.
To develop right concept for client care.
To maintain high standard for nursing.
To observe & bring change in staff behavior.
Meet the
health need Functions Develop
& public ability of the
expectation. nurses.
Planning for in-service education-
It is key stone to the administrative process.
Successful in-service education planning is theresult
of careful & detail planning.
Planning is essential if learning needs of nurse areto
be meet.
Planning must be seen as an ongoing process because
of rapid technological advance & proliferation of
knowledge demand continuous planning to meet ever
changing learning need.
Planning process-
What is to bedone.
Why is it necessary.
How is it to be done.
Where is it to bedone.
When is it to be done.
Who should do thejob.
Steps of planning-
Establish
thegoal.
Reassessing Decide
the goal. objective
Determine
Evaluate
the course
the result. of action.
Assess the
Establish
available
budget.
resources.
Methods of in-service education
Ward teaching
Discussion
Laboratory
Conference
Seminar
Workshop
Field trip
Joborientation
Types-
1.Centralized in-service
education.
2.Decentralized in-service
education.
3.Combiend in-service
education.
Centralized in-service training-
In nursing service department,
one department will held
responsibility for improvement of
knowledge, skills, practice of their
nursing staff. They will devote full
time for in- service activities
• Decentralized in-service education-
This is planned for staff members
who work together, giving care for
clients with similar conditions and
share similar goals.
• Combined in-service approach-
In this, the higher nursing
authorities and all staff development
occurs in proposed programme of
education. They plan, conduct and
evaluate the programme and further
plan their programme basing on the
need arises.
Evaluation of in-service programme-
By-
Knowledge
Attitude
practice
Pre test & posttest
Written test/objective. assay
Check list
Rating scale
Practical test(direct observation.)
Definition
Staff development refers to
the processes, programs and
activities through which
every organization develops,
enhances and improves the
skills, competencies and
overall performance of its
employees and workers.
Steps of staff development program
• Assess the educational needs of all staff
members
• Set priority
• Develop general objectives for the
staff development program
• Determine the resources needed to reach
the desired objectives
• Develop a master calendar for an entire year
• Develop and maintain staff development
record system
• Establish files on major educational topics
• Regularly evaluate the staff development
program
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
Types of staff
development
Induction Job In-service
training orientation education
Training for
Continuing special
education function
Methods of delivering staff
development programme
Induction
Physical tour of the faculities
Group discussion
Seminar
Hand book and pamphlet
Job orientation
Orientation
Seminar
Discussion
Hand out or book and
pamphlets
In-service education
Orientation
Skill training
Continuing education
Leadership training
Continuing education
Lecture
Demonstration
Seminar
Journal club
Book review
Correspondence course
Formal course
Clinical research
Training for skill
Demonstration
Discussion
Role-play method.
Introduction:-
The field of adult learning was introduce by Malcom
Knowles,
It a new area of study which involve understanding
how adult learns best compared to children & Teens
team.
Definition of learning:-
‘Learning is a permanent change in human
capabilities that is not a result of the growth
process”
Definition:-
“It is the practice of teaching &
educating adults at work place during
in service education programme”
Scope of adult learning:-
The need for adult education & continuing education
is due to Following factor-
Changing social trends.
Population mobility
Changing roles of hospital
Health status
Employment & empowerment of women
The scope is in nursing practices very significant & nurses
are committed for life long learning to themselves & it need
to be continued throughout the professional life.
If the nurse lack motivation in learning new concept , she
will continue practicing the old trends in nursing practice
which are suppose to change with time & social trends.
Continuing education among nurses is essential for quality
performance which requires knowledge in border aspect of
various field apart from nursing subject eg. Psychology,
Sociology, Biochemistry, Biophysics, Microbiology
Pathology, Current affairs..
Characteristic of adult learning:-
Adult are autonomous & selfdirected.
Adult have accumulated a foundation of life experience &
knowledge
Adult are goaloriented
Adult are relevancy oriented so they must see a reason for
learning something.
Adult are practical
Adult need to be shownrespect
How we Learn-Auditory, Visual, Kinesthetic
We learn: We Remember:
1% through taste 10% of what we read
1.5% through touch 20% of what we hear
3.5% through smell 30% of what we see
11% through hearing 50% of what we see and
hear
83% through sight 80% of what we say
90% of what we say as
we act
Principles of adult learning:-
1. Adults must want to learn They learn effectively only when they have a
strong inner motivation to develop a new skill or acquire a particular type of
knowledge.
2. Adults will learn only what they feel they need to learn Adults are
practical in their approach to learning; they want to know, “How is this going
to help me rightnow?”
Be practical, be direct.
3. Adults learn by doing Children learn by doing, but active participation is
more important among adults.
4. Adult learning focuses on problems and the problems must be
realistic Children learn skills sequentially. Adults start with a problem and
then work to find asolution.
5 Experience affects adult learning Adults havemore
experience than children. This can be an asset and a
liability.
6 Adults learn best in an informal situation Children
have to follow a curriculum. Often, adults learn onlywhat
they feel they need to know.
7 Adults want guidance Adults want information that will
help them improve their situation or that of their children.
They do not want to be told what to do. They want to
choose options based on their individualneeds.
