Journal of nursing staff development : JNSD最新文献

Discharge planning is a patient right and is mandated by legislation, institutions that provide credentials, and professional organizations. This study was conducted to assess nurses' knowledge and perceptions of the roles and responsibilities in the discharge planning process. Findings of this study indicated a difference in knowledge of discharge planning between nurses who have earned an associate degree and nurses who have earned a bachelor's degree. Staff development educators may use this information to justify and develop educational programs concerning discharge planning.

The authors present a practical, step-by-step process for developing, implementing, and evaluating self-directed learning modules for staff development and continuing education. The process is described in detail and includes specific examples for those who want to develop self-directed learning modules that are unique to a particular target population.

In this article, the author proposes that instructional design be used as a foundation for a teaching model in the preadmission clinic and that the educational process be based on theories developed within the fields of health care and adult education. Furthermore, the author suggests that the process of patient education, as conducted within the preadmission setting, should necessitate an assessment of the general characteristics of the adult as a learner, of the specific characteristics of the adult as a presurgical patient, and of the unique individual cognitive processes distinctive to each patient. This information should be integrated in a new framework to create a comprehensive and personalized patient teaching model.

The authors present information for understanding diverse learning styles among RNs. Various learning-style assessment tools are presented. Emphasis is placed on the use of a learning-style instrument that addresses multiple learning-style constructs. Implications for staff development educators are discussed.

The authors present an orientation model derived from a naturalistic study of a nursing orientation program. This model includes the organizational aspects of orientation, as well as characteristics related to the person being oriented. Included in the model is an affective element of welcoming newcomers to a facility and an assessment of clinical competency. In addition, the model includes the educational and managerial requirements of the process and emphasizes the importance of the preceptor.

Orienting hospital staff to a new patient care facility presents many unique challenges for the Nursing Staff Development Department. Today's healthcare climate demands that staff orientation to a new facility be done quickly and with few disruptions to patient care. Nursing staff development specialists are well positioned to lead this process. Their expertise in program design, implementation and evaluation, problem solving and communication skills, and ability to view the learning needs of hospital staff holistically are vital to a successful facility move. This article will describe the opening of a new 150-bed inpatient facility in a large acute rehabilitation center. The principles used by the Nursing Staff Development Department in this new facility orientation process can be applied in multiple health care settings.

Medication calculation errors occur in all settings and can cause serious disruption in treatment protocols. This experimental study used a pretest-posttest, control group design. Sixty-seven RNs from three healthcare agencies completed all phases of the study. All nurses completed a 20-item medication calculation test, used both as the pretest and the posttest, and completed a short questionnaire that contained demographic and attitudinal items. After taking the pretest, nurses were assigned randomly to one of three experimental groups or a control group. Intervention times for the experimental groups totaled 3 hours, followed by a posttest 4 to 5 months after the pretest. Scores on the pretest ranged from 25% to 100% (mean = 75.5%, standard deviation = 15.13) and from 30% to 100% on the posttest (mean = 80%, standard deviation = 14.72). Scores improved for all groups except the self-study workbook group. No significant difference was found between the experimental groups or the control group for posttest medication calculation test scores. The classroom intervention was most costly, and the workbook intervention was least costly. The nurses identified the workbook intervention as the most satisfying method and computer-assisted instruction (CAI) as least satisfying. A strong positive correlation existed between the nurses' self-assessment of comfort and skill levels with medication calculation test scores. Questions necessitating multiple calculations and those necessitating a conversion not provided were the most difficult to answer correctly. Staff development educators need to address their role in improving the effectiveness of medication calculation.

The authors describe the development of a patient/family education program by a multidisciplinary task force that meets the needs of a culturally diverse population and that complies with current standards of the Joint Commission on Accreditation of Healthcare Organizations. Methods to increase the effectiveness of clinicians as educators are addressed. The authors used the project management/continuous quality improvement format to direct program development, implementation, and outcome evaluation.

The authors present the framework used within the Department of Nursing at Baystate Medical Center, Springfield, Massachusetts, to design, test, and implement the TDS 7000 Series (Eclipsys, Atlanta, GA). The TDS system was named the Patient Care Information System for Baystate Health Systems to reflect the commitment to patient care.

To develop their knowledge base, nurses need to be encouraged to develop writing skills. This article reports the planning, implementation, and evaluation of a 1-day Writer's Workshop designed to educate and mentor RNs. Specific objectives, preworkshop assignments, and course content are outlined. The workshop may be provided by staff development educators in various healthcare settings to stimulate RNs to write for publication.