NURSING EDUCATION INSTRUCTIONAL GUIDE

Target audience:
Staff development specialists, directors of education, and nurse managers
Statement of need:
This manual offers busy staff development specialists off-the-shelf, ready-to-use tools and templates for
assessing staff ’s learning needs, planning curricula, and creating, marketing, leading, and evaluating their
education programs.The advice and tools within the manual help educators adapt education programs/
inservices to the new challenges associated with their role, incorporate new technology, and
use evidence-based teaching strategies.
The American Nurses Credentialing Center (ANCC) is recognizing the importance of the staff educator role and stressing the need for qualified experienced clinicians to fill this position.Therefore, this manual prepares the staff educator for certification and also counts as credit toward it.
Educational objectives:
Upon completion of this activity, participants should be able to
• describe historical events that influenced the evolution of staff development
• analyze historical trends and use data to plan education programs
• identify specific historical milestones in the history of nursing and staff development’s response to these events
• define mission, vision, and values
• describe the components of staff development’s mission, vision, and values statements
• plan educational activities that support the mission, vision, and values of the organization and the staff development department
• describe qualifications for the staff development specialist
• write competency-based job descriptions for the staff development specialist
• identify the principles of adult learning
• apply the principles of adult learning to his or her staff development practice
• identify sources for the identification of learning needs
• gather data for the identification of learning needs
• analyze data to prioritize learning needs
• identify objectives for education activities
• identify effective program delivery methods
• select appropriate teaching strategies
• facilitate learner participation in educational activities
• discuss the types of records the staff development department must maintain
• write a policy for the confidentiality of educational records
• differentiate among the three basic learning styles: visual, auditory, and kinesthetic
• incorporate teaching methods that facilitate learning for persons of each learning style
• incorporate cultural diversity into learning activities
• identify common cultural factors that influence participants’ behaviors
• describe the common characteristics among specific generations of learners
• plan and implement learning activities that meet the needs of multigenerational learners
• discuss issues that trigger resistance to learning
• evaluate education offerings during which resistance is evident
• describe ways to defuse the resistant learner
• develop orientation strategies that reduce the time and number of staff required to orient employees
• implement a mechanism for inservice training that facilitates the delivery of “just in time” training
• design continuing education programs that meet learner needs and adhere to accrediting agency
standards
• identify learner satisfaction
• measure knowledge acquired as a result of a specific learning activity
• evaluate changes in job performance as a result of a specific learning activity
• assess the impact of education on organizational effectiveness
• measure return on investment (ROI) from specific learning activities.
• identify the components of a well-written test question
• discuss tactics to avoid when writing test questions
• write test questions that measure knowledge, comprehension, application, and analysis
• discuss the components of a business plan
• identify specific elements of the business plan that demonstrate the value of staff development to the organization
• describe staff development ethical dilemmas
• propose solutions to staff development ethical dilemmas
Author
Adrianne E. Avillion, DEd, RN
Accreditation/designation statement:
This educational activity for 10 contact hours is provided by HCPro, Inc. HCPro is accredited as a
provider of continuing nursing education by the American Nurses Credentialing Center’s Commission
on Accreditation.
Disclosure statements
Adrianne E. Avillion, DEd, RN, has declared that she has no commercial/financial vested interest in
this activity.
Source: Nurse Educator manual by Adrianne E. Avillion, DEd, RN

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