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Inservice Education Programme: Community Health Nursing
Inservice Education Programme: Community Health Nursing
INSERVICE EDUCATION
PROGRAMME
KOZHIKODE KOZHIKODE
In-service education is the vehicle by which goals and the multiple
articulated means available to achieve them can be explored. It can be used to
consider and solve problems, institute and advance learning, elicit, analyse and
systematize individual ideas for group, individual or institutional betterment,
develop the idea of community agency and struggle to understand ourselves,
others and inherent relationships.
DEFINITION
In-service education is defined as a planned learning experience
provided by the employing agency for the employees.
In-service 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 in or-nation 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.
AIMS
Improvement of client through upgrading the services rendered with
scientific principles
To keep in face in changing society to their needs
Acquisition of new knowledge
Improvement of performance
To develop specific skills required for practice
Improves the staff members chances for promotion
To develop right concept of client care
To maintain high standards of nursing care
To observe and bring change in staff behavior
It ensures thinking on the job, reduces mechanical action to a minimum
and promotes economy, safety and efficiency of personnel in their work
situation
It reduces turnover, absenteeism
Effective production will be observed ( in work performance)
To discover potentialities, to alert personnel in working environment
FUNCTIONS
Provision of educational activities for all employed
Induction education
Filling of gaps
Allowance of comfortable re-entry
Increase in competency
Enhancement of knowledge base
Improvement of health care delivery
Personal growth of employer
CHARACTERISTICS
It is provided with job setting
It is planned and ongoing.
It is designed to meet their demands of changing needs like scientifically,
technically, medically in respect to patient care and treatment.
In-service education mainly focus on efficiency and quality of services.
PURPOSE
Helps to improve professional competence.
Keep the nursing personnel abreast of the latest trends and development
of new techniques.
Helps to update the knowledge and skills at all levels.
Nurses can update the knowledge regarding current research and
development.
Develops interest and job satisfaction among the staff.
Encourage the employees in achieving staff development and self
confidence.
Develops leadership skills, motivation and better attitudes
COMPONENTS
Orientation skill training programme
Continuing education programme
Leadership training
Management skills development
Staff development programme
CONTINUING EDUCATION
The activities which contribute to the development of 3 domains and
leadership, management for the nurses. These skills are very helpful as the nurse
is expected to function with the help of auxiliary personnel in her working
condition. Her competence is very much needed.
PURPOSES
• Leads to improved professional practice
• Updating knowledge and skill
• To motivate the staff to seek the latest knowledge
• To keep the nurses with the latest development of technologies.
• It develops interest, job satisfaction and confidence
TYPES
1. Centralized in service education
In nursing department, one department will held responsibility for
improvement of knowledge, skills and practice of their nursing staff. They will
devote full time for in-service education programme and its activities.
2. Decentralized programs
Encourage more general population because of the closeness of staff
relationships and physical proximity. This is planned for staff members who
work together giving care for the clients with similar conditions and share
common nursing goals.
FORMAL EDUCATION
Formal education normally describes programmes offered by established
educational institutions such as schools, colleges and universities, where a
programme of study results in a diploma being granted.
NON-FORMAL EDUCATION
Non-formal education refers to educational programmes, short courses
and training programmes offered by different institutions including government
and non-government organizations, private enterprise and cooperatives.
Universities and colleges also offer some non-formal programmes. Formal
educational degrees and diplomas can also be obtained through equivalency
programmes. One of the major differences between the two approaches is
flexibility. For example, the curriculum and reading materials of the literacy
courses offered through non formal education are designed and selected
according to the needs of the learners. In addition, the learners themselves make
decisions about time, place and duration of classes according to their needs and
convenience. Besides, the teaching-learning process is likely to be
less authoritarian and more attuned to learner needs.
INFORMAL EDUCATION
In addition to formal and non-formal education, learning can take
place in other ways. A person can also increase his or her knowledge and skills
through self-directed learning. An individual can learn through reading,
television and radio programmes, or a close observation of activities. Some
people describe this type of learning as informal education or self-directed
learning. Regardless of whether knowledge and skills are obtained outside
formal schools through non-formal learning and self-directed learning, this
learning is most efficient when it is purposeful and planned and meets the needs
of recipients.
_ maintain literacy skills and prevent learners from relapsing into illiteracy by
continuously practicing reading, writing and numeracy skills
_ improve literacy skills by acquiring higher levels of literacy
_ apply skills in daily life for the purpose of individual or community
development, such as writing letters or for a village newspaper, reading
newspapers or magazines, and calculating the expenditures for a household or
for community activities. The duration of a PLP course varies from country to
country. A PLP can be provided for a period of six months, nine months or a
year. The period depends on the needs, time, literacy skills and learning
capacity of the learners in a community.
To help people improve the quality of life in our community, QLIPs can
offer several
Short training/orientation courses that address these problems. For example,
there might be a two-to-three-month course on family planning and parenting, a
two-week course on
Health and nutrition, or weekly sessions on environmental protection. Some
countries
Integrate QLIPs into all curricula and activities of continuing education
programmes.
A staff must be available to aid the in-service director in carrying out the
goals of the department. Personnel for in-service education come both from
within the institution, from other departments and from outside the institution.
2. Scheduling
4. Organizational Impact
At this level evaluation assesses the impact of learning on
organizational effectiveness and whether or not it is cost effective in
organizational terms.
Procedures/ Techniques of evaluating staff education programme
Pretest and post test
Attitude tests
Observation of skills
Questionnaires
Audio or video tapes
Knowledge
Practice
Written test/objective essay
Checklist
Rating scale
Practical test
PROBLEMS IN ISE
Lack of incentives
Lack of motivation
Lack of interest
Inappropriate methods and techniques
Inadequate evaluation techniques
Inadequate facility
Inadequate training
ROLE OF NURSE IN ISE
Oversee patient care
Make management and budgetary decisions
Set work schedules
Coordinate meetings
Make decisions about personnel
CONCLUSION
In service education is an organized educational programme which is
offered to train staff during their period of employment. The training is related
to the improvement of their performance.
BIBLIOGRAPHY
1. Eshita Chandra. Introduction to nursing education. India :Pee vee
publication; 2011
2. Neeraja.K.P. Textbook of Nursing Education. NewDelhi: Jaypee
publication;2007
3.Marcia Sanhope, Jeanette Lancaster. Public Health
Nursing.2nded.Canada:Mosby Elsevier;2008