EDUCATION AND TRAINING IN PSYCHIATRIC CARE

The education and training in psychiatric care includes:

 Staff orientation, training and development

 In service education program
 Clinical teaching programs

 STAFF ORIENTATION, TRAINING AND DEVELOPMENT

STAFF ORIENTATION

 Definition: A procedure for providing new employees with basic background information
about the organization.

 Purpose:
 Reduce the new employee’s anxiety.
 Employees feel welcome.
 Provide information.
 Reinforcing a favorable and impression.

 Stages in an orientation program

 General information about the organization.
 Specific information about the department where employees is assigned to.
 Evaluation and follow up

 Areas covered in an orientation program

Introduction to others employees
 Condition of employment such as hours, and pay periods.
 Explanation of job duties, standards and appraisal criteria.
Safety regulations
 A list of names and position that we receive instruction from.
 Explanation of organization purpose and goals.
 List of employee benefits.

 Human resource management (HRM) role in orientation

Coordinating role: HRM instructs new employees when and where to report,
provides information about benefits choices.
 Participant role: HRM offers its assistance for future employee needs (career
guidance, Training etc.)

STAFF TRAINING

 Definition: An organization planned efforts to help employees acquired job related

knowledge, skills, abilities and behaviors with the goals of a playing these on the job.
OR
A learning experience designed to achieve a relatively permanent change in an individual
that will improve the ability to perform on the job.

 Benefits of training
 Increase worker’s productivity.
 Increase worker’s job satisfaction.
 Keep worker’s skills and knowledge up to date.
 Helps to motivate workers.

 Training process
 Step 1: Determining training needs.
 Step 2: Designing the training program
 Step 3: Administering the training programs (Implementation)
 Step 4: Evaluation the program

 Types of Training
On the job training: Takes place in a normal working situation, using the actual
tools, equipment, document or materials that trainees will use when fully training.

Off the job training: Training carried out by parties external to the organization and
usually on not owned by the employee.

 Selected training methods

On the job training
 Job rotation
 Job instruction training
 Mentoring
 Coaching
Off the job training
 Lecture
 Case study
 Role playing
 Computer based training
  Vestibules training

Most popular method is:

 Lecturer: Every student is familiar with the lecture, while the lecture may be suited to
college environment because easy to conduct and fairly cheap. Unfortunately too many
lectures fail to achieve even the basic objective of disseminating knowledge to trainees.

 Role play: In a role play exercise, trainees get to play act various roles. A role play may be
designed to simulate a typical situation the trainee will face in the workplace.

 Job rotation: It is a method of systematically providing employees with exposure to range

of skills and disciplines found throughout the organization.

 Computer aided learning & e learning: Organizations with large numbers of employees
to train, especially those are at the forefront of the move to use computer software programs
and e-learning to assist workers develop key skills and knowledge bases.

 Case studies and discussion: A case study is used to train program participants to identify
problems and seek appropriate solutions to the problems.

 Simulation: This is training events where a group of people practice a particular skill or
activity. They may or may not be computerized.

 Adventure learning: It is a training method used to develop team working, leadership, and
problem solving and communication skills.

STAFF DEVELOPMENT

 Meaning: Staff development is the process directed towards the personal & professional
growth of the nurses and other personnel while they are employed by a health care agency.
Personal and professional development is the new name for the staff development.

 Definition: Staff development includes all training and education undertaken by an

employer to improve the occupational and personal knowledge, skills and attitudes of
employment.

A process consisting of orientation, in service education and continuing

education for the people of promoting the development of personnel within any employment
setting, consistent with the goals and responsibilities of the employment. (ANA)
 Needs
 Social change and scientific advancement.
 To provide the opportunity for nurses to continually acquire and implement the
knowledge, skills, attitudes, ideals and valued essentials for the maintenance of high
quality of nursing care.
 As part of an individual’s long term career growth.
 To change or correct long held attitudes of employee.
 Fast changing technologies.
 To motivate employees and to promote employee loyalty.
 Need to increase the productivity and quality of the work.

 Goals
 Assist each employee (nurse) to improve performance in his/ her position.
 Assist each employee (Nurse) to acquire personal and professional abilities that
maximize the possibility of career advancement.

 Objectives
 To increase employee productivity.
 To ensure safe & effective patient care by nurses.
 To orient the personnel to care objectives, job duties, personnel policies and agency
regulations.
 Help nurses to close the gap between present abilities and the scientific basis for
nursing practice that is broadening through research.

 Steps of staff development program

Assess the educational needs of all staff members

Set priority

Develop general objectives for the staff development program

Develop the resources needed to reach the desired objectives

Develop a master calendar for an entire year

 Develop and maintain staff development record system

Establish files on major educational topics

Regularly evaluate the staff development program

 Types of staff development

Induction training: It is also called as an orientation program, wherein the new
employees are introduced to the rules and regulation of an organization with the
objective of making them accustomed to the working environment, where they will
be working.
Job orientation: The process of creating awareness with an individual of his/ her
roles, responsibilities and relationships in the new work situation.
In service education: It is a planned educational experience provided in the job
setting and closely identified with services in order to help person perform more
effectively as a person and as a worker.
Continuing education: It is all the learning activities that occur after an individual
has completed his basic education. (Cooper)
Training for specific functions: This is concerned with developing expert technical
or manual skills, communication and helps the personnel to perform their functions
effectively.

2. IN SERVICE EDUCATION PROGRAM

 Definition: In service education is a planned education activities intended to build upon

the educational and experimental basis of the professional nurse for the enhancement of
practice, education, administration and research or theoretical development aimed at
improving the health of public. (ANA)

 Aims
 It helps to improve professional growth and development.
 It gives a chance for promotion for the staff members.
 The individual nurses upgrade their knowledge and skills.
 It enhances to improve the performance while rendering care to the clients.
 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.
 It mainly focuses on efficiency and quality of services.

 Purpose
 Helps to improve professional competence.
 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.
 Scope
 Increased skill in providing services.
 Improved attitudes and skills.
 Develop and refinement of common values and goals.
 It aim to developing ability for efficient working and the capacity for learning.
 To improve once competency in life.

 Steps in In service education

 Assessment: Prioritize needs, set training objectives and develop criteria

 Implementation: Actual conduction of training with ongoing monitoring.
 Evaluation: Establishment of criteria, pre test to the participants, post test following
completion of the training or program. Observation on transfer of learning to the job,
follow up studies for assessment of extent of retention of learning.

 Methods of in service education

 Ward teaching
 Discussion
 Laboratory
 Conference
 Seminar
 Workshop
 Field trip
 Job orientation

3. CLINICAL TEACHING PROGRAMS

 Definition: Clinical teaching is a individualized or group teaching to the nursing students in
the clinical area by the nurse educators, staff nurse and clinical nurse manager.

 Purpose
 To provide individualized care in a systematic, holistic approach.
 To develop high technical competent skills.
 To practice various procedure.
 To collect and analyze the data.
 To develop communication skills and maintain interpersonal relationship.
 To maintain high standards of nursing practice to become independent enough
practice nursing.
 To develop, cognitive, affective and psychomotor skills.
 To learn various diagnostic procedures.

 Principles
 Clinical education should reflect the nature of professional practice.
 Clinical teaching is supported by climate of mutual trust and respect.
 Clinical teaching and learning should focus on essential knowledge, skill and
attitude.

 Guidelines for selection of clinical teaching methods

 Must be appropriate to objectives and desired behavioral changes.
 Must be in accordance with principles of learning.
 Must be in accordance with the capacity of the student.
 Must be in accordance with availability of resources.
 Must be in accordance with the teacher’s ability to use it effectively and creatively.

 Clinical teaching methods

1. Bedside clinic: It is a method of clinical teaching which is carried out by either the
group visits the patient or the patient is brought to the conference room in order to
study problems associated with a particular disease or disorder.

2. Nursing round: A tour of patient’s area made by a small group of staff and students,
not more than 7 or 8 for the purpose of clinical learning and instructional purpose.

3. Nursing shift report: Nursing care reports are written or oral summary of the nursing
actions taken in relation to patient’s care.
4. Nursing care conference: Nursing care conference is defined as the process in which
group discussion is made using problem solving techniques to determine the ways of
 providing care for the patients to whom students are assigned as part of their clinical
experience.

5. Demonstration: Demonstration teaches by “Exhibition & explanation”. It trains the

students in the art of careful observation.

6. Nursing care study: Method which focuses on information and facts about patient, the
disease condition, social and personal history and the application of this knowledge in
rendering nursing care.

7. Process recording: it is written account or verbatim recording of all that transpired

during and immediately following the nurse patient interaction.

8. Laboratory method: Laboratory is a part of clinical teaching that offers students with
the opportunities to apply their theoretical knowledge or previous learning into practice
in a controlled situation under guidance and supervision where there is no client.

9. Nursing assignment: it is the part of learning experience where the students are
assigned with patient or other activities concerning to patient in clinical laboratory.

10. Field trip: It is a well organized trip from a usual place for teaching purpose.

 Steps in clinical teaching

 Formulating objectives.
 Determining the student knowledge by conducting a test
 Planning the content for ward teaching depending on the student’s knowledge
 Organizing the program
 Implementing & evaluating the sessions

 Responsibility of clinical instructor

 Set objective, standard for practice

 Develop evaluation tools
 Keep ready equipment in working condition to provide nursing care
 Direct & supervise the students
 Encourage, motivate and inspire students
 Maintain strict discipline

CONCLUSION
Many nursing researchers reported that nursing students, in spite of good knowledge base, were not
skillful in clinical settings. Clinical teaching is a type of group conference in which a patient is
observed and studied, discussed, demonstrated and directed towards the improvement nursing care.
Clinical teaching of students and continuing education is vital for professional development.

RESEARCH ARTICLES
Nurses attitudes towards the importance of families in psychiatric care following an

educational and training intervention program

E. K. SVEINBJARNARDOTTIR RN MSN 
 
E. K. SVAVARSDOTTIR RN PhD 
 
B.‐I. SAVEMAN RNT FEANS PhD

Abstract

This study measures the attitudes of the psychiatric nurses, after having received an education and
training intervention program (ETI‐PROGRAM) in family systems nursing, towards the importance
of the families in their care. Nurses' knowledge of the impact that family nursing intervention can
have on family members may increase positive attitudes towards families. However, little is known
about the impact that education and training intervention can have on nurses' attitudes, towards
families in clinical practice. Quasi‐experimental design was used to assess the change in nurses'
attitudes towards families in psychiatric care after the intervention, which included a one‐day
seminar on the Calgary family nursing conceptual frameworks and skills training with clinical
vignettes of families from psychiatry. The Families Importance in Nursing Care – Nurses' Attitude
questionnaire was used to evaluate nurses' attitudes. A total of 81 nurses (65%) working in
psychiatric care responded to the questionnaire. Nurses with more than 15 years of work experience
were significantly more supportive of families in their care compared with less experienced nurses.
Out of the 81 nurses, 52 (64%) answered the questionnaire again 14 months later. Furthermore,
psychiatric nurses saw families significantly less burdensome after having participated in the ETI‐
PROGRAM.

REFERENCES
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 Basavanthappa B. T., Nursing Theories, 1st edition, Jaypee publishers, Pp:

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 Singh Indira, essentials of education A text book for nurses and other health

Professional, 5th edition, Hisi offset printer Pvt. Ltd. Pg no. 230-254

 Bobaket.al, Maternal nursing, 4thedition, Mosby publishers, Pp: 85

 Sadock’s and Kaplan, Synopsis of psychiatry, 7thedition, Williams and

Wilkins  publishers, Pp36-37

 http://www.crlt.umich.edu/publinks/occ1
 https://www.slideshare.net/jenishaadhikari/clinical-teaching-126371544