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, , , , , , In a dynamic society , the need for continuing, education is fundamental., Sir William Osler , advised Physicians to, discontinue practice every fifth year and, return to laboratory and hospital for, renovation, reintegration and resuscitation., Acc to Miss Florence Nightingale , “ Nursing is, a progressive area in which to stand still is to, go back “.
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, , , , Continuing Education Program helps build, capacities in the Profession and allows the, Nurses to develop Professional competence,, Ethical principles of conduct and Leadership, qualities to adapt to changes in the society., The concept of continuing education is often, used as a substitute for associated terms, such as continuing professional development, and Professional advancement (Lorraine, Gallagher, 2007 ).
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, , , , Continuing Education Program seeks to address, the problems of coping with the exploding, knowledge while developing critical thinking and, inter personal skills in the Nurses and also helps, predict future challenges and helps articulate, appropriate solutions., CNE implies learning beyond the basic, educational program, the experiences are, designed to promote the development of, knowledge, skill and attitude for the, enhancement of Nursing practice.
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, , CNE are methods of staff and professional, development , in service education program, and orientation programs are components of, CNE.
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Continuing Nursing Education, ANA defines Continuing Education Program, as “ Those Professional development, experiences designed to enrich the Nurses, contributions to health”., It is a planned activity which is directed, towards meeting the learning needs available, following their completion of college program, to keep the registered nurses abreast of their, particular field of interest.
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, , It is planned learning experiences designed, to augment the knowledge, skill and attitude, of Nurses for the enhancement of Nursing, practice, Education, Administration and, Research to the end of improving health care, to the public.
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, , , , , , , , It is the continuation of Education when the, employee is in service., In-service Education is a part of continuing, education,, It is defined as those activities which contribute, to the nurses development in the areas of, knowledge, skills and attitudes., In organizing In-service education program, it is, essential to become familiar with the policy of, the agency, its philosophy and goals and with the, people concerned., Planning the program depends on the need when, the needs are determined.
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, , , , Acc to Brain Cane “ In-service training is taken to, include all those activities and courses in which a, serving teacher may participate for the purpose, of extending his professional knowledge, interest, or skill. Preparation for a degree, diploma or, other qualification subsequent to the initial is, included in this definition.”, The above definition implies that In-service, Education involves all range of activities which, develop the professional competence,, knowledge, understanding of role which they, have to perform. It means that it is aimed at, improving the employees performance in the, organization.
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, , , , Acc to Signe E. Froberg , “ Inservice Education is a, program of planned learning experiences, providing opportunities within a working situation, to improve the quality of care provided for, patients by correcting information and skill, deficiencies of personnel by assisting the, inexperienced to acquire needed skills and, attitudes, by keeping personnel abreast of, changes in health care, and by stimulating the, continuous development of occupational and, personal abilities of each employee.”, It is a planned instructional/ Training programme, provided to professional nurses by an employing, agency in the employment setting and is designed, to increase competence in a specific area
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• A management program to aid staff in, developing skills and knowledge which, adds to their professional goals and at, the same time increases their value as, employees., • It is an In-service oriented program,, presenting a wide array of activities/, subject matter to meet organization or, staff development needs.
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, , , , , , Upgrading the competencies of those who, have been inadequately prepared, Updating the knowledge and skills of those, who are behind or those who would like to, assume new tasks or go further in their, position, Preparing nurse leaders Motivating staff, nurses to continue to learn through their own, efforts
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, , , , In-service Education is Education intended to, support and assist the professional, development ., For effective implementation of In-service, education programmes , the basic knowledge, of employee need to be kept in mind.
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, , , , Content knowledge, Pedagogical knowledge, Pedagogical content knowledge
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, , , , Any professional development programme, should emphasize on subject matter and, teaching methods, It must be a continuous job embedded career, long process as well as should improve the, individual
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, , , , , , , , To improve patient care by grading the, service rendered, To improve the performance of individual, nurses by rendering them new knowledge, To improve professional growth and, development, To give the staff members a chance for, promotion
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, , , , , Orientation, Skill training, Leadership and Management, Continuing Education
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An orientation programme is a programme, where a new member is introduced to a, particular setting. It is part of the In-service, curriculum It sets the stage for the employees, relationship with the organization.
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, , , , , For effective administration of the, organization, For efficient working, To induce a wish to learn
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Points to be considered while developing, orientation programme, The first day in a new situation which may, stimulate / destroy the interest of the new, employee, A definite plan for the first day should be made,, so that employees feel expected and time is not, wasted, Allow new employee to know/ meet people with, whom she is going to work
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1. Centralized orientation, 2. Decentralized orientation
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This includes, General orientation,, Orientation to hospital and, Orientation to nursing department
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This includes, Orientation to the nursing unit and, Orientation to the nursing team
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, , , , , , Lecture cum discussion of new findings, Practices in Medical Surgical treatment, Nursing personnel from other department, may be invited, Films, discussions and demonstration of new, techniques and clinical conference
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One week -4 weeks
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, , , , , , , , A skill is a great ability or proficiency, Skill training may range from simple to, complex or general to specific, It provides the new employees a close, relationship between good nursing care and, good ward management, It also helps the new employees to develop, new knowledge and skill required to do a, particular task, The skill training should be arranged during, the orientation programme
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, , , , , , , , , , To enhance the employees’ standard of, working performance, To lessen the direct supervision needed by, the employer, To reduce friction, To provide job satisfaction, To lessen the wrong method being carried, out, Understand Why? and How?
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Leadership and management are important, because the nurse is expected to function with, the help of auxiliary members of the nursing, staff
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, , , , , , , , Decentralize leadership management competency, and spread this among personnel, Permit increased delegation of authority, Promote good morals among administrative, personnel which in turn influence staff morale, Aid in reducing costly turn over in top positions, Level up appreciation of service and objectives of, hospital assist the individual to project her own, personality, Lessen the amount of direct supervision and, guidance needed
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In service education is a part of continuing, education
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, , , , , , , , , Find out the background and experience of, the staff, Determine the learning need of the staff, Enlist their participation in planning, Draw up clear and definite objectives, Prepare a programme, Plan and carry out a system of evaluation, Plan for adequate follow up of the staff
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Process of Continuing Education:, 1. Identifying Learning Needs, 2. Setting Goals and Defining specific, Objectives, 3. Planning and organizing the course and, designing learning experiences, 4. Selection of Resources, 5. Implementing the Programme, 6. Evaluating the Programme
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Determination of learning needs is one of the, very important element in the whole process, of staff development. It helps create, enthusiasm in the learner ., A. Definition of Learning Need, “Need “, is a lack of knowledge, Skill or Attitude, that prevents an employee from giving a, satisfactory job performance.,
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B. Types of Learning Needs, Learning Needs may be classified as, Individual Needs, eg - updating knowledge in, any related field, Organizational Needs, enabling the staff to be, efficient in work after going through the, programme ., Community Needs, providing knowledge in, giving efficient care to the community . Eg prevention of AIDS. Drug abuse etc.
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C. Sources of Identifying Needs, The Needs may be identified from, Learners, Supervisors and Administrators, Clients /patients who express their views on care, received, Society / Community where the data during survey, reveal the need, Education to community regarding hygiene, Political commitment, eg - discussing awareness, program on AIDS, New technology and Scientific Knowledge such as, incubators , C.P.R etc
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D. Approaches to assess Learning Needs, a. Observation of performance of Nursing, personnel will help to know the deficit in, performance of the Nursing procedure., b. Verbal Communication such as informal and, formal discussions, interview, meetings with, groups or individuals, feed back from work shop, participants and discussion with advisory, committees., c. Written Communication by questionnaire, slip, technique in which the learner writes the topic,, analysis of records and reports, incident reports, and annual reports. Job analysis also helps assess, learning needs.
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E. Tools to assess the Learning Needs, Questionnaire, Rating Scale, Check List, Opinionnaire
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Once the learning needs are identified then, the most important felt need is identified for, the continuing education program, It is important to establish goals/ purposes, and define the specific objectives., Goals/Purposes is a broad statement which, gives direction in planning and assists in the, determination of appropriate objectives.,
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Eg - Learning need of the ward sisters is Ward, Management, Goal / purpose, To enable the ward sisters to strengthen their, knowledge and skill on ward management, Objectives, Describe concept of ward management, discuss the principles of administration, Develop organization plans and channels of, communication, Identify the methods of patient care, Develop plan for in-service education
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, , , , , , , , , While planning, the following points have to, be kept in mind, What content is to be included, What methods of teaching will be used, What methods of evaluation, Who will be the resource person/persons, Who will be accountable etc, The above will help us design the programme
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Any format can be used for planning the, programme, Theme : Continuing Education Programme on, ward management, Participants : 30 ward sisters, Date : 4-03-2010, Time : 9 AM to 4 PM, Co- ordinator : X, Purpose :, Objectives :, Methods of Teaching :, Resource Person :, Credit :Certificate of Attendance, Evaluation : pre and post test and feed back from, participants
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Monday ( 04-03-12), , Programme, , 9.00 – 10.00 AM, , Registration, , 10.00 – 11.00 am, , Inaugural Session, Welcome Address, Unfolding of Theme, , 11.00 – 11.15 AM, , Tea Break, , 11.15 – 11.45 am, , Concept of Ward, Management, , 11.45 – 12.15 PM, , Principles of, Administration, , Resource person
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Resources may be classified as, A. Financial Resources ( Budget ), For getting finances a proposal should be prepared, Guidelines for writing the proposal, Name of the Institution, Assessed Problem/ Need, Organizer/ Co- ordinator, Aim of the Programme, Objectives of the Programme, Nature of the Programme, Duration of the Programme, The Participants : Group & Number, Funds Required -Transport -Daily Allowance ( stipend) Honorarium( Resource Persons ) -Stationeries / Supplies Snacks -Certificates etc
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, , , , , , , , , , , A speaker / Resource person can be selected from the, faculty of the Institution/ outside, must be familiar with, the special needs of the adult learner, have good, knowledge on the assigned topic and be able to conduct, an effective session., There should be a co- ordinator , who is an, administrator/Senior faculty and should have Knowledge, and Skills in Adult learning, Selecting the professional development staff to work in the, planning, implementation and evaluation of staff, development programs., There should be an advisory committee for identifying, needs and resources, Identification of learners need -felt need by the faculty, Desired knowledge and skill Present level of skill, Translate learning needs into objectives, Identify contents
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Contents can be developed under the following, models, a. The Classical Model ( problem-solving, model ), Identification of needs, Work through objectives, Develop contents, Implement teaching, Evaluate, b. Naturalistic Model ( Decision –Making, Model ) -Follow the text book
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c. The Critical Model ( Social & Political Model ), Shape the contents with theories, issues of, power, politics and knowledge., Select Teaching methods, Select Instructional materials, Develop evaluation strategies and feed back
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A Check for the following aspects before implementing the, program, Filing system, Purpose, Planning and Direction, Time, place and duration, Desired participants, Possible dates, Time Table, Mailing list, Methods of Instruction, Desired topical coverage, Desired faculty Expenses to be met, Funding arrangement, Plan for controlling finances
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B. Develop the Agenda, State purpose of workshop, State desired learning outcome on part of, participants, Determine time available for total workshop, Develop realistic time allocations that can be, adhered to Allocate time for registration “, time for introduction of speakers “ time for, speakers “ time for discussions
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C. Prepare correspondence to guest speakers, Letter/ call of invitation, Outline coverage required, Include courtesy copy of agenda, Query as to support requirements, Teaching –Learning strategies
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A. Learners evaluation through, Observations, Tests, Feed back, B. Programme Evaluation in terms of, Objectives, Contents, Instructional Methods, Aids, Time, Group work, Suggestions
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Statements, The objectives of the programme were, clearly stated, The programme was well planned, Concept of ward management was clear, Group work was adequate, Group discussions were beneficial, , SA, , A, , DA, , SDA
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Faculty development process Faculty, development is a comprehensive program, and includes, Induction, First phase of staff development Carried out, after the employee has been selected but, prior to performing the job role Includes all, the activities that educate the new employee, about the organization as well as, employment personal policies and, procedures,
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Orientation, Introduces employees to new situations Includes, contents related to philosophy, goals,, procedures, role expectations and physical, facilities Orientation is required whenever the, employees have a role change, In-Service Education, Provides learning experiences in the work setting, for the purpose of refining and developing new, skills and knowledge related to job performance, Usually narrow in scope because The learning, experiences are brief as they are aimed at only, one competency or knowledge area
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Continuing Education, Planned and organized learning experiences, which focus on competencies and knowledge, Employees can use in a variety of settings, instead of just a particular area, Job related Counseling, Involves promoting professional growth of, employees by helping them to give their best, job performance Also involves counseling on, promotion, possibilities and assistance in, obtaining formal training.
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The Faculty development can be organized under, two models, 1.Centralized Model, There is a staff development department, The educational staff may consist of either, Nurses or educators who are not nursing, personnel, There is a collaboration with all the departments, to determine and plan the needs of the staff., 2 . Decentralized Model In this model the nursing, department has its own In-Service or staff, development department.,
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, , , , , , Reactor Role be sensitive to the educators needs, react with the environment and provide, mechanisms to identify the faculty growth and, need, Initiation Role Demonstrate willingness to help, members to think, act and learn differently then, they had in the past. Help the faculty read and, translate information received from internal and, external organizational environment to, understand emerging needs, Collaborative Role Understands the importance of, collaborating with team members to achieve, organizational goals.
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, , , , , , , , Facilitator of organizational learning needs Be, sensitive to the current instructional and educational, strategies provider of financial resources, Provider of human resources, Policy maker Role Establish policies for faculty, development Relieve faculty to attend such, programmes Financing Policies for higher positions, Motivator Role Be a role model Help faculty assume, responsibilities for their own professional develop, Evaluator Evaluate effectiveness of faculty, participation by Assessing quality education and, quality care through follow up studies, observations, and reports from peer groups.
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The adult learner is generally perceived to have, Characteristics that are unique, Adults are motivated to learn as they, experience needs., Adults orientation to learning is life centered, Experience is the richest resource for adult, learning, therefore the core methodology for, adult education is the exchange and analysis, of experience among participants of the, course.
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, , Adult education must make optimal provision, for difference in style, time, place and pace of, learning, must respect adults strengths, their, subjective theories and their personal, aspirations.
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, , , , , , , , , , Control over learning., High motivation to learn., Pragmatic in learning., Learning may be a secondary role., Resistant to change., Adult learners are more diverse., Draw on past experiences in learning., Learning is often self-initiated., Learning is aimed at an immediate goal.
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, , , , , , , , , , , , , Needs, Assessment, Safety in the environment and the process, Sound relationship between teacher and learner and, among learners, Sequence of content and reinforcement, Action with reflection or learning by doing, Respect for learners as decision maker, Involve cognitive, affective and psychomotor aspects of, learning, Clear roles and role development, Team work and use of small groups, Engagement of the learner in what they are learning, Accountability: how do they know they know.
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, , , , , , , , , Learning is a change in, behavior., Change in knowledge or skill., Acquiring new information, and knowledge is part of, everyday adult life., Adults seek out learning, opportunities., Learning is an individual, process.
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, , , , , , , , , , Adults choose to become in, learning activities., Some programs require, participation., Learning efficiency and, achievement is correlated, with personal motivation., Identify factors in adult, learning., Develop a “felt need” for, participants.
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5. Experience affects, learning, , Experience influences (+ or -) adult, learning., Experience is a cumulative characteristic, Varies widely among adult groups, Participants’ sets of previous experiences, May be broad or lacking in scope, Adding new knowledge or skill is “life dependent”, , Recognize + and - affects., Unlearning and relearning is necessary in, today’s society.
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8. Guidance, not grades, Adults are, individualistic in, evaluating their, achievements or, performance., Avoid application of, rigid performance, standards except when, required by, certification., Adults benefit from, encouragement of their, capabilities as learners.
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, , , , , , Introduction, Historically, Nursing always has been able to, evolve continuously in its methods, structure and, educational approaches to meet the changing, needs of the health care needs of the society., Distance education methods has penetrated, Nursing education since 1990, Just as nurses use their knowledge and, assessment skills to diagnose and treat patients,, Nurse educators also continue to diagnose ,, assess and develop innovative approaches to, deliver excellent nursing education thus, customizing education based on students needs, and available proven technology
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, , , , Distance education is no longer only for those, who are unable to get to campus but is, offered as a choice to those who prefer it, Distance education should not be considered, a threat to traditional education but rather an, option in an ever expanding choices that will, encourage life long learning in the new, millennium
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, , Distance Education has been defined as “ the, acquisition of knowledge and skills through, mediated information and instructions,, encompassing all technologies and other, forms of learning at a distance It is planned, learning that occurs in a different place from, teaching, requiring interactive technology and, a course design supportive of distance, education.”
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, , , , , , , , Technology provides practicing nurses and nursing, students with the opportunity to learn, share, information and collaborate through out the world., A distance education format will not meet the needs, of all the learners, however it is ideal for the learner, who is - motivated, needs flexibility and wants to, maintain professional accountability through selfeducation and on- going education, Internet based education is a learning option based, on the assumption that students will become a part, of a community of learners even as they work, separately from each other and their instructors, Distance education helps meet today's challenges in, traditional educational system
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, , , , , , , , Provide first rate leadership and instructions in, rapidly developing new areas of knowledge and, specialization, Meet the learning needs of an increasingly, diverse student population, Faculty that are flexible and have the ability to, incorporate research findings and technology, into everyday instructional practices, Ensure quality learning standards and, accreditation criteria that are comparable to, face-face formats
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, , , , , Individualized pacing with active student, involvement, Instructional assistance during and outside of, regular class times, Multiple media formats resulting in greater, interactivity, On time assessment, feedback and reenforcement Individualized and collaborative, learning Optimum use of instructors, expertise Information linked to student pace, and performance
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Synchronous and Asynchronous modes of, interactivity, Synchronous learning, Here the student and teacher interact in real, time, similar to traditional learning, Decreases flexibility Requires all students to, be online at the same time ( video conference, ),
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Asynchronous learning, Here individuals access the educational, materials independently and at times and, places of their choice, Independent learning occurs Promotes self –, directed learning,
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1.Collaboration Increased collaboration between, students and teachers which includes diverse, individuals in all parts of the world, 2. Connectivity Includes activities like discussion, boards, class room emails, conferences, group, projects Students and teachers instruction can, easily connect across time and geographic, locations Students can interact directly with, experts in their field of study, 3. Unbounded Internet offers online education that, eliminates the walls of the class room Gives, students access to information and people, anywhere in the world
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4.Virtual community A sense of community is, important for learning to take place A community is, only possible if a sense of presence is created Online, learning helps define community around common, interest and work related activities, 5. Student centered When experienced nurses return to, school for further learning , they respond better to a, program that is based on adult learning principles, 6.Exploration Allows learners to integrate knowledge, into their own behavior and belief system and to create, new knowledge and insight that can only occur when, there is the adventure of discovery Many online, learning encourage discovery learning
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7 . Shared knowledge Through online learning learners, can tap vast knowledge networks and can contribute as, well Sharing knowledge is the core of education and is, greatly achieved through online networks, 8. Multisensory experiences Learning theories, emphasize that learning is more effective when it, involves multiple sensory channel ( edgars dales classic, cone experience), Multi media technology is available on online learning, thus providing all kinds of learning experiences unlike, traditional, 9. Authenticity Internet education is highly authentic in, nature Students can access actual data base Have direct, access to research information, a critical component of, nursing.
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, , , , , , Established in 1985 under the act of parliament with, the aim of delivering quality higher education in, various disciplines through distance learning to 3, categories of students ie Those who reside in remote, areas and do not have access to higher education, Those who cannot join regular courses due to, financial and other constraints Professionals aspiring, for additional qualification, It is recognized that at present nearly 1.5 million, students in India are enrolled in various programmes, IGNOU promotes and maintains standards of distance, education in and around the country IGNOU is, recognized as a “ centre of excellence “ by the, common wealth of learning ( COL )
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, , , , Promotes open university and distance, education system in country, Co-ordinates and determines standards of, teaching, evaluation and research system of, the country Allocates and disburses grants to, various distance education institutions in the, country
