Continuing Education Of Their Nursing Staff example essay topic

Introduction Change which has been well planned can in effect be the most important contributory factor to any projects eventual success. Upton and Brooks [1995] say:' dissatisfaction alone is not sufficient to bring about change: people have to believe that the proposed change would lead to an improvement 'All staff within the NHS in recent years have experienced change [ref], particularly change that has been politically led and therefore experienced a process which has in effect changed the concept and culture of the NHS with the purchaser / provider split. Philip Hunt [1995] says that while the NHS is no stranger to change because of the rapidly changing social picture since 1948, it is acknowledged that in the four years since the introduction of the NHS reforms, staff in the NHS:' have had to see through one of the biggest revolutions witnessed in any part of the public sector 'Change is therefore often viewed suspiciously among health care staff and effort is required to ensure that change is planned, , discussed and its purpose is understood. Planning Revisited key stages Key Players The initial four weeks were spent collecting information and specking to those involved, the planning of the study days waste first to be compromised when my planned dates were deferred because of: finding a suitable hotel within my budget availability of speakers Staff development In researching the planning for change in practice there was need to identify the importance of staff development to an organisation, Hardy describe a developments... Within my own organisation I explored the present situation that existed and what the strategic objectives for the Trust were. There was also the added dimension of PREP and the expectation of staff that this should be provided by the employer, regardless of the fact that a practitioners, nurses and midwives are responsible ultimately for their own professional update. [find a ref] However the Trus were happy to facilitate and promote professional development but there was and is only the limited resources available.

Review showed that co-ordination and planning was what was required. The ultimate strategy to create culture of learning and the promotion of personal development, this would give the basis for improved patient care [ref] Traditionally access to formal education is mainly provided by Colleges of Higher Education [find ref] but as PREP makes an impact upon the formal learning needs of nurses, continuing education is provided in many formats. The American Nurses " Association has defined continuing education as: Planned, organised learning experiences designed to augment the knowledge, skills, and attitudes of registered nurses for the enhancement of nursing practice, education, administration, andre search, to the end of improving health care to the public " This equates closely to the objectives of my change module, continuing education is not necessarily confined to educational establishments but should also encompass the practical application of nursing skill and technology, as well as alternative means to gain new knowledge. Dolphin and Holtz claw [1983] support this view saying that 'non-academic' training / update activities have significant impact upon professional development.

To this end managers must realise that technical skills and experience alone will not achieve competence, importance considerations such as developing analytical skills and an understanding of the practice environment need to be facilitated. Deane and Campbell [1985] consider this as paramount to developing professional effectiveness. Promoting Professionalism There has been a drive by nurses towards greater autonomy and professionalism, nurses are now educated for registration ratherthan trained, and at a higher academic level. This began with the recognition by government of accepting the principles of Briggs [1972] and the creation of the Nurses, Midwives and Health Visitors Act 1979, this created the United Kingdom Central Council, which in its turn developed Project 2000, and is resulting in the gradual but continuous shift towards degree level at point of registration.

Harrison 1994 discusses this as concept of 'new nursing' and as'a manifestation of... professional ising drive " but will degree entry to the profession secure improved patient care or as is my belief improved continuing education and dynamic staff development be the key What is known that learning culture is required within an organisation [ref] and the change project is the first step to developing that with theTrust. roles and responsibilities managing the transition In Handy's concept of 'Cultures and temperaments' - Frank SinatraasApollonian: 'I did it their way " Zeus ian: 'I did it his way " Athenian: 'I did it our way " Dionysian; 'I did it my way " Implementation Ward Managers Study Day There are... ward managers within the Countess and an important part of the change process was ensuring that all nurse managers where aware and prepared for the organisation and commitment to training and continuing education of their nursing staff. Ast here was rather a lot of information that I wished managers to have, I decided to hold a study day for them to impart information and provide them with learning material that would become a resource to them and the ward. I held the day away fromthe hospital for a number of reasons: to ensure attendance [past experience has shown me that this is seen by the managers as a treat as the executive have such days, previous attendance therefore has always been high] to ensure it was seen as a study day and therefore important to their own professional development as nurses to gain their undivided attention - there was no chance to beinterruptedI wished to provide the following: update / information on the requirements of PREP and its implications to the Trust and their staff the importance of a learning culture which incorporates trained staff as well as students information upon learning opportunities within the Trust and the School of Nursing that would require no financial use ofresourcesunderstanding of professional development and the role of Accreditation of learning and experience an introduction to clinical supervision and the concept of supporting professional developments how them the executive nurses and clinical managers commitment and support to professional development hidden agenda was one of my main objectives of my project and that was capturing the training / professional update activity, I used the study day to introduce the new method of collection previously agreed with the data control manager for the Trust. I considered that this study day was of paramount importance asI was targeting an influential group of staff with the belief that this will encourage an evidence based practice by sowing the seeds of a learning organisation. Key contacts Although I organised the study day, I involved the department of professional development and research, again there were reasons the first that if an expert is available use them and second it would either put faces to names or introduce ward managers to key tutors within the department. This would enable further networking and improve communication between the two services.

A further reason was that the department would give certificates of attendance for the managers to put in their portfolio. AssessmentThe study days were well received by the ward managers, as it was held on two days to allow for maximum attendance. Those that attended on the first session gave colleagues on the second day questions to ask presenters that they wished clarifying or exploring further. There is also within the Trust a couple of ward managers who do not tend to turn up to these days but rely on colleagues to fill them in, they did attend one confirming her place twice. The evaluations showed that they felt the day gave them an improved understanding of PREP and how to help facilitate staff to comply. The clinical supervision session made them aware that as a Trust we have not addressed this, indeed following these days the ward managers are favourably inclined to the introduction so mush so that a paper by the Clinical Manager of Medicine has been well received with positive support for the development.

Most of the 'when will we have time' comments were actively discussed on the day, and I was fortunate that the speaker spoke from a facilitator and practitioners perspective sharing reflectively his experiences. Training Directory There had been a recent attempt within the Trust to capture as much of the training activity as possible during a Training Needs Analysis, however there was a reliance that providers of the training would regularly update the personnel department. Therewas also an assumption that the staff development paper including this information would be generally available to all staff, therewas also disappointingly little information on nursing activity. The department of professional development and research send toeach ward area details of the next years provision, however this information is not always readily available to ward staff.

With this in mind another important aspect of my change project was to produce a newsletter, however it soon became apparent that there was also a need for a comprehensive training directory forthe Trust. As I was collating the information for the newsletter anyhow it was logical to produce this however as it was to be forthe Trust and with the objective of creating a learning environment throughout it would therefore reflect all training. To achieve this I wrote to all those who I knew provided training sessions, updates or courses and asked them to provide me with their next 12 months intentions, I also asked each head of department. I informed them of my intention to provide a yearly directory supported by a quarterly newsletter, all where supportive of the idea which often seems to be the case if the yare not being asked to commit more to such a project. Time restrictions within the project however required me to concentrate on the information I received promptly so with respect to the medical training opportunities I only included the rolling half days.

The compilation of the directory took over a month to produce mainly because of other commitments within my schedule, the newsletter took about a week to produce, collated from theinformation for the directory. Cascade of Information To ensure that all staff are aware of the directory and newsletter, the concept was introduced to the managers at the study day and at senior nursing meetings. The Director of Personnel was involved as proof reader and resource of trainingactivity in the professions allied to medicine. The launch of the directory and newsletter was at the 'Team Briefing' in May by the Chief Executive, this information is cascaded down to all staff within the Trust over a period of 3 days, those staff who are not " brief' have access to the team briefing folder. The effectiveness of this method of communication is audited by personnel quarterly. AssessmentThe impact of this document will take a period of time to assess but within the limitations of this project the following has been identified which could be because of the information provided toeach area: Capturing Training Activity One of the first things that I had to try and address was the capturing of information regarding training.

Prior to this theinformation was either kept by trainers [including the school] or wards, to try and collate this information proved impossible within the last 4 months prior to the project when the Trust could not identify all the activity within the nursing profession of achieving PREP requirements or those nurses with varying oncology qualifications. To this end, with negotiation with the data control manager it was agreed that the present system [Power tec] could be enhanced to capture the activity within theTrust. The department was already looking for ways to streamline the documentation that ward managers were having to complete an dby revising the collection of sickness and collecting trainingactivity separately, the present data collection system which the ward managers need to use would become a monthly task ratherthan weekly. Each month a sheet with the names of each member of staff will be sent to managers and using a simple code identify all training / update activity, there will also be a 'census' of all professionally trained staff to capture all their qualifications. This is because in the past the data inputted into the Powertech as only included the qualification required to practice such as RGN or RM, all other qualifications have not been included. This information while kept centrally will be available to all ward managers should they wish to identify and cost the trainingactivity within their ward.

Centrally reports to the NHS executive will be far easier and last minute demands for information on training easily accessible. Improving communication with the college Work began upon this collaboration well before the start of the final module. This was because I had discussed it at the Trust " nursing issues group [of which I am a member] as it was the best forum, and the meetings were set up promptly by the groups chairman. These meetings encompass the following: trust college Executive Nurse dean clinical managers head of professional development research and development officer head of midwifery Education While initial discussions have focused on the provision of services [particularly midwifery] useful dialogue has taken place.

Issues such as pertinence of courses and numbers of places for Trust staff were raised. Uptake of modules by Trust staff needed to be monitored as well as how many staff are indexing forthe Higher Award and degree, so we can plan the facilitation of their courses. The tutors also brought to our attention in-service training day sfor expanded skills that staff had attended but had not completed supervised practice. Managers had been unaware of this was effectively acted upon in the following weeks. The meetings are to continue on a quarterly basis to continue to develop a liaison pertinent to both parties and ultimately ournursing staff. After the change / analysis " Co-ordination's o often used and does not sound like particularly dramatic activity, but as Pollitt [1994] says when controlled it contains two important aspects of management: informationorganisationwithout managing these effectively co-ordination is impossible.

Responses to changeWas it controlled changeWAS support given to cope with the change Effects on the organisation was fortunate in many ways with this change project, I identified something that was needed for nurses and the organisation, I had co-operation from each service within theTrust to enable its inception and successful conclusion and the support of the senior nurse management team in their belief that would be successful. In identifying the need to provide a cohesive strategy too-ordinate the training with the Trust, I had the luxury of working and facilitating my 'ideal' in an effort to provide nurses with knowledge of the opportunities available to them. staff development has had a high priority with the executive for some time, I also believe that from this project it now has a high profile with nurses, if they are supported by their ward managers and encouraged by the senior nurse managers the potential to improved patient care is certain [ref] by facilitating informed, research based practice. Most of all ournursing staff need to know they are valued, and that the commitment to their personal development will continue, ultimately:' The organisation that learns to learn will survive. To do this its people must also learn to learn.'s ir John Harvey-Jones [1989].