2016 Workforce Solutions Conference Session 403 - Cultivating a … · 2019. 7. 8. · 6. 3 ©Pathway Health 2013 • Identifies and initiates need to change • Helps others adopt

1

2016 Workforce Solutions Conference

Session 403 - Cultivating a Successful Staff Development Program

Wednesday, May 25, 2016 ~ 2 – 3 p.m.

Robyn Savold, RN, RAC-CT

Pathway Health

©Pathway Health 2015

Cultivating a Successful Staff

Development Program

Presented by:

Robyn Savold, RN, RAC-CT Pathway Health

©Pathway Health 2013©Pathway Health 2013

On successful completion of this activity, the participant should be able to:

• Analyze the steps you can implement to successfully engage learner

• Review the key elements of a dynamic and effective staff development program.

• Discuss best practices and behavioral learning theories of the adult learner to ensure your training is engaging and effective

Objectives

3

2

©Pathway Health 2015 4

Roles of the Staff Development

Educator


• Provides educational programs for staff

• Assesses, plans, presents, evaluates and documents

• Job expectations may vary

• Staff orientation

• New equipment or procedures

• Clinical practice updates

• Local and regional conferences

Role as an Educator

5


• Helps identify learning needs

• Arranges and organizes programs taught by others

• Serves on committees to plan and problems solve

• Assists with organizational activities

• Maintains a library for staff to use

• Arranging new equipment in-service with company representative

• Conducts team building activities

• Literature search for work group

Role as a Facilitator

6

3


• Identifies and initiates need to change

• Helps others adopt change and adapt to environment

• Organizational change at regional, national or international level

• Develops new policy and procedures

• Teaching staff on practice change

• Help in problem solving

Role as a Change Agent

7


• May be formal or informal

• Advises individuals or groups about educational issues

• Helps others with resolving problems

• Provide advice and helps talk out a problem

• Helping another unit or facility to plan

• Implementing educational goals

Role as a Consultant

8


• Conducts research and promotes research by others

• Disseminates research findings

• May be related to either clinical practice or educational standards

• Work with basing educational programs on current research findings

• Teaching staff about research processes

• Publishing and/or presenting knowledge through research

Role as a Researcher

9

4


• Include activities commonly associated with management roles

• Strives for congruence between education and institution mission and goals

• Demonstrates support for professional organizations

• Managing an education budget

• Mentoring less experienced

• Participating in professional organizations

• Role-modeling desirable qualities and actions

Role as a Leader

10


Adult Learners


• Andragogy. Teaching adults requires different instructional assumptions and strategies that are to be utilized by the teacher about how one learns at the adult level in contrast to what is used with pre-adult students (3)

Knowles Andragogical Model

12

5


• Concept of learner-Self-concept moves from one of being a dependent person to one who is self-directed.

• Role of learners' experience-As individuals grow, they accumulate a reservoir of experience that becomes an increasingly rich resource for learning.

• Readiness to learn-Learners see education as a process for developing increased competence to achieve their full potential in life learning.

Concept of the Adult Learner

13


• Orientation to learning-As real life problems occur some learning situations require immediate attention.

• Motivation-Adults tend to be more motivated to learn things that help them solve problems in their lives or results in internal rewards.

• Adults need to know why they need to learn something before undertaking learning it.

14

Concept of the Adult Learner


• Readiness to learn

• Intrinsic motivation

• More and different types of life experiences

• Adults prefer different types of personal learning styles

• Adults desire to be connected and supported by one another

• Learning is enhanced by repetition

Characteristic of an Adult Learner

15

6


• Adults learn at different rates

• Adults learn by doing

• Adults want feedback and opportunities for practice

• Adults recognize the need to participate

• The ability to learn is maintained throughout life

• Adults appreciate the opportunity to work in groups

Characteristic of an Adult Learner

16


Creating a Learning

Environment


• Encourage learners identification of their own learning needs

• Encourage learners to outline personal goals

• Collaborate to accomplish goals

• Encourage the leaners independence, self-direction and autonomy.

• Value individual differences and the need to develop trust

Principals to Facilitate Learning Should:

18

7


• Expertise, knowledge and preparation

• Ask to share experiences

• Provide concrete examples

• Demonstrate why they need to learn the information

• Know the content and subject matter

• Be prepared

• Group discussion

• Games

• Innovative teaching strategies

Motivation and Learning

19


• Adapt activities to learners

• Provide activities that are within reach

• Consider the learners perspective

• Respond to the learners concerns

Empathy

20


• Commitment to the material

• Frequent animation

• Enthusiasm

• Effectiveness

• Flexibility

• Reinforcement

• Retention

Attitude

21

8


Read

Writers

• They prefer for information to be displayed in writing, such as

• lists of ideas.

• They emphasize text-based input and output.

• They enjoy reading and writing in all forms

Visual

• They tend to be fast talkers.

• They exhibit impatience and have a tendency to interrupt.

• They use words and phrases that evoke visual images.

• They learn by seeing and visualizing.

Learning Styles

22


Kinesthetic

• They tend to be the slowest talkers of all.

• They tend to be slow to make decisions.

• They use all their senses to engage in learning.

• They learn by doing and solving real-life problems.

• They like hands-on approaches to things and learn through trial and error

Auditory

• They speak slowly and tend to be natural listeners.

• They think in a linear manner.

• They prefer to have things explained to them verbally rather than to read written information.

• They learn by listening and verbalizing

Learning Styles

23


Needs Assessment

9


• What would you like to learn?

• When would you be available to participate?

• How likely would you be to attend?

• How would you like to learn the new information?

• What shifts do you work?

Complete a Needs Assessment

25


Blooms Taxonomy:

1. Knowledge: Rote memorization

2. Comprehension: Understanding facts

3. Application: Correct use of the facts

4. Analysis: Breaking down the information

5. Synthesis: Combination of facts

6. Evaluation: Judging or forming an opinion

Writing Learning Objectives

26


Key words: list, recite, define, match, quote, recall, identify, label and recognize.

Example: List four key components of documentation.

Knowledge

27

10


Key words: describe, explain, paraphrase, restate, give examples, summarize, interpret, discuss.

Example: Discuss the seven requirements of the abuse prohibition regulation

Comprehension

28


Key words: calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model.

Example: Calculate the patient per day requirement based on 2.0 minimal nursing hours.

Application

29


Key words: design, formulate, create, compose, generate, modify, develop

Example: What are the first steps in developing a staff development program?

Synthesis

30

11


Key words: award, support, decide, defend, determine, explain, interpret

Example: Based on what you know, how would you explain the adult learning process.

Evaluation

31


Knowledge Comprehension Application Analysis Synthesis Evaluation

List

Name

Identify

Show

Define

Recognize

Recall

State

Visualize

Summarize

Explain

Interpret

Describe

Compare

Paraphrase

Differentiate

Demonstrate

Classify

Solve

Illustrate

Calculate

Use

Interpret

Relate

Manipulate

Apply

Modify

Analyze

Organize

Deduce

Contrast

Compare

Distinguish

Discuss

Plan

Devise

Design

Hypothesize

Support

Schematize

Write

Report

Justify

Evaluate

Choose

Estimate

Judge

Defend

Criticize

Key Words

32


Shape your Personality

12


Team building

Ice Breaker: Know your shape

34


• Prepare the shapes prior to the class

• Have each participant choose a shape

• Discuss the meaning of each shape

Team Building Exercise

35


• Squares: Organized, structured, rigid, task-oriented, concrete, no ideas - all

• Circles: People lovers - caring, nurturing, harmonious

• Rectangles: In transition - confused, don’t know what to choose

• Triangles: Leaders - make decisions, work well with squares, take charge, delegate, may be ruthless in leadership style

• Squiggly: Creative, relaxed, idea people, little work, few results.

Psych Geometric Theory

36

13


Get in Line


New hire orientation:

Ask each new hire to stand in two lines facing each other.

Questions

1. What is your name and which department are you going to be working?

2. What is the name of the most famous person that you have met?

Ice Breaker

38


Why do nurses need to learn about pain management?

• Work in pairs and come up with five answers. (Allow 5 minutes)

• Share for 5 minutes as a group

Ice Breaker for Nurses

39

14


• Some months have 30 days, some have 31; how many have 28 days?

• Each country has it’s own independence day; Do England have a 4th of July?

• How much dirt is contained in a hole 2 feet by 2 feet by 1 foot?

• Is it legal in California for a man to marry his widow’s sister?

Checking Creativity for Fun

40


• Work in pairs and have one participant demonstrate how to tie a sneaker and the other participant document the process step by step.

The Learning Process

41


• Learning favors

• Fortune cookies

• Magic Tricks

• Flashlight (Diagnosis a problem)

• Food products

• Puzzle

• Lego’s

• Gum, candy or food

Toys - Prizes and Props

42

15


Bring in sharks and discuss methods of dealing with well-dressed sharks, big sharks, little sharks, sharks with no teeth and man eating sharks.

Conflict Management

43


A resident/client is to receive 250 mg of ampicillin daily for 10 days. The directions state 125mg/5cc. How many cc should the resident/client receive daily?

• 10 cc

Medication Brain Teaser

44


Finish the acronym

R

A

C

E

Fire Safety Brain Teaser

45

16


Opening with this question?

Ask for honesty

Prepare for answers that you many not like

Why are you Here?

46


T= Total recall and memory

H= Habits of learning and thinking

I = Inquiry and in-depth thinking

N= New ideas and creativity

K= Knowing how one thinks and reflecting

Critical Thinking Exercises

47


Scenario

A client receives a diagnosis of diabetes and she stated that at home she only took her insulin every other day and her blood sugars were fine.

1. What can you do to determine her past blood glucose levels?

2. What information do you want to prepare for the physician interaction?

Critical Thinking Exercises

48

17


• Costumes

• Outfits depicting bacteria

• Camouflage to represent the T-cell factor.

• Props

• TV U-tube clips

Dress up Strategies

49


• Wheel of fortune

• Jeopardy

• The Million Dollar pyramid

• Who Smarter than a Fifth Grader

• Hang Man

Game Show Templates

50


Tell them once

Tell them twice

Tell them again

Tell – Express-Communicate-Speak

51

18


• Teach reality-based information

• A story is developed

• Allows participants to embrace information on the human plane

• The instructor and emphasis key information

• Brief introduction to the client and the main clinical issue

Case Studies: Quickie

52


A 70 year old male “Albert” was admitted to Land of the Lovely Care Center from his home.

The admission diagnosis included

• Depression

• Hypertension

• Diabetes type II- non insulin dependent and he was currently on oral hypoglycemic medication monitoring his blood sugar every am.

Case Studies

53


• Albert gait was steady at the time of admission. On the fourth day he fell to the floor next to his bed. Later that afternoon he had a second fall was in his bathroom at about 2pm in the afternoon.

Case Studies

54

19


• What would be some questions key factors that need investigating?

Great time to apply the SBAR or CAA

Case Studies

55


Scavenger Hunt


• Place clues around the facility that guides the team or individual to another clue.

• “Example: First clue- Locate the CLIA waiver

What piece of equipment do we apply the acronym PASS

Preparing for State Survey

57

20


Required Education


On a very broad scale, Minnesota Rule 4658.0100 requires:

• All personnel must be instructed in the requirements of the law and the rules pertaining to their respective duties

• All personnel must be informed of the policies of the nursing home

• In-service education must be sufficient to ensure the continuing competence of employees.

SNF Required Education

59


• 12 hours of training for Nursing Assistants every 12 months (required annually-F497).

• Nursing Assistant training topics should include areas of weakness identified in performance reviews (which must be completed every 12 months) and may address the special needs to residents (required annually – F497).


60

21


• Nursing Assistants who care for residents with cognitive impairments must have in-service training in the care of cognitively impaired persons (required annually –F497).

• The amendment requires that nurse aide training include initial and annual dementia management and patient abuse prevention training for all nurse aides

SNF Required Education-Dementia

61


• Alzheimer’s disease or related disorders, staff training must include: (1) An explanation of Alzheimer’s disease and related disorders, (2) Assistance with activities of daily living, (3) problem-solving with challenging behaviors, (4) communication skills. A description of the training program, including the categories of employees trained, the frequency of training, and the basic topics covered must be made available to consumers

SNF Required Education-Dementia

62


• This means that you must incorporate material on dementia management and abuse prevention into your annual in-service plans.

• Staff education on the facility’s policies and procedures regarding advance directives and the Patient Self Determination Act (required - no frequency specified – F156).


63

22


• Community education regarding advance directives and the facilities policies and procedures regarding advance directives, including any facility limitations (required – no frequency specified - F156)

• Abuse Prevention

• Infection Control

• Quality Assurance Program

• Safety

• Aware


64


• Restorative nursing and activities of daily living.

• Special resident needs such as tube feeding precautions, seizure precautions, modifying behavior.

• Abuse Prohibition

• HIPAA

• Safe patient handling

• Bill of Rights

• Safe Medical Device Act


65


• Tuberculosis

• Blood Borne Pathogen

• Employee Right to Know

• MSDS sheets

• Lock out-tag out

• Fire

• Evacuation drills

• Tornado, floods or loss of power

• Emergency water


66

23


Assisted Living


Subdivision

1. Orientation of staff and supervisors to home care.

• All staff providing and supervising direct home care services must complete an orientation to home care licensing requirements and regulations before providing home care services to clients. The orientation may be incorporated into the training required under subdivision 6. The orientation need only be completed once for each staff person and is not transferable to another home care provider.

Assisted Living-Home Care

68


• An overview of sections 144A.43 to 144A.4798

• Introduction and review of all the provider's policies and procedures related to the provision of home care services

• Handling of emergencies and use of emergency services

• Compliance with and reporting of the maltreatment of minors or vulnerable adults under sections

69

24


• Handling of clients' complaints, reporting of complaints, and where to report complaints including information on the Office of Health Facility Complaints and the Common Entry Point

• Home care bill of rights

• Consumer advocacy services of the Office of Ombudsman for Long-Term Care, Office of Ombudsman for Mental Health and Developmental Disabilities, Managed Care Ombudsman at the Department of Human Services, county managed care advocates, or other relevant advocacy services

70


• Review of the types of home care services the employee will be providing and the provider's scope of licensure.

• Verification and documentation of orientation

• Orientation to client

• Training required relating to Alzheimer's disease and related disorders.

• Required annual training

71


Final Steps

25


• Know your learners

• Complete a needs assessment prior to program development

• Develop a yearly calendar

• Be creative and engage the learner.

• Realize that not all programs need to be an hour in length

• No all employees learn in the same manner.

Implementation

73


• Are there individuals that English is a second language.

• Train with a variety of modalities

• Embrace diversity

• Encourage participation

• Consider an educational fair

• Consider an employee health fair

Implementation

74


26


• Rutherford-Hemming, T. (2012). Simulation methodology in

nursing education and adult learning theory. Adult Learning, 23(3), 129-137. Retrieved from

http://search.proquest.com/docview/1433470324?accounti

d=134574

• Woodard, C. A. (2007). Using adult learning theory for

new-hire training. Journal of Adult Education, 36(1), 44-47.

Retrieved from http://search.proquest.com/docview/204493692?accountid

=134574

• Minter, R. L., PhD. (2011). The learning theory jungle.

Journal of College Teaching and Learning, 8(6), 7-15.

Retrieved from http://search.proquest.com/docview/874488117?accountid

=134574

References

76


Thank You For Attending

77

Documents

2016 Workforce Solutions Conference Session 403 - Cultivating a … · 2019. 7. 8. · 6. 3 ©Pathway Health 2013 • Identifies and initiates need to change • Helps others adopt