IN-SERVICE

EDUCATION

Prof. Ramanand Chaudhary

Dept. Child Health Nursing
 OBJECTIVES
 

Introduction of Staff Development Programme

Definition of in-service education
Characteristics of in-service education
Aims of in-service education
Need of in-service education
Types of in-service education
Planning for in-service education
Methods of in-service education
Evaluation of in-service education
Tools for in-service education
CNE
 INSERVICE EDUCATION
 

INTRODUCTION:

In-service education is a component of

staff development programme where
the staffs of an organization are given
training or education to improve their
performance.
 Other activities of Staff development
programme are:-
Orientation
Inservice education
Continuing education by self instruction
seminars, workshops, scientific paper
presentation.
Leadership and management training
On the job training
 DEFINITION

In service education is a planned

educational experience provided in the job
setting and closely identified with services in
order to help person perform more efficiently
as a worker.
NLN USA
In-service education is a program of
education provided by the employing
authority, with the propose of developing
competencies of a personnel in their
function appropriate to the position they
hold, or to which they will be appointed
in service.
It aims at developing the ability for
efficient working and the capacity for
continuous learning so that one may
adapt to the changes with judgement
and produce profitable services for
health care and society.
 CHARACTERISTICS OF IN-SERVICE
EDUCATION

It is given in a job setting.

Every programme should be well planned
and ongoing.
It should be closely related and identified
with service components.
It should help the employees learning and
improve her/his knowledge, skills and
attitude.
 AIMS OF IN-SERVIC EDUCATION:

Improving the services rendered with

scientific principles.
To keep in pace with changing society
and their needs.
Acquisition of new knowledge.
Improvement of performance.
To develop specific skills required for
practice.
Improves the staff member’s chances
for promotion.
To develop right concept of client care.
To maintain high standards of nursing.
To observe and bring change in staff
behaviour.
It reduces turn over, absenteeism.
 NEED OF IN-SERVICE EDUCATION

Due to Social changes and scientific

advancement.
Changes and advancement in the field of service.
Increasing demand of nursing services and quality
care .
Complexity of health care delivery system
requires skill training.
Increase number of the people seeking health
care.
 TYPES/
APPROACH IN IN-
SERVICE
EDUCATION
Centralized in-service training-
It is originated by administration, no
learners are consulted in planning but
expected to attend an in-service offering.

It leads to reduced enthusiasm and interest

of learner but some benefits are that it has
good budget control, use of resources, early
decision, place selection , facilitated
evaluation and committee formation to work.
Decentralized in-service education- Here the
staffs themselves are responsible to conduct the in-
service education as they work together, giving
care for clients with similar conditions and share
similar goals. So, it is easy to identify their own
needs.
Employees are expected to keep administration
informed of their activities and are expected to
develop and direct their own learning experience.
Self direction, participation and initiation are highly
valued.
Some drawbacks of this approach are lack of
leadership, conflicts, inefficiency, lack of budget.
 Combined in-service approach-

 Compromised between Decentralized

approach and Centralized approach, in
this type the practicing nurse does indeed
carrys a large measure of responsibility
and centre administration of the agency is
responsible for broad program.

This way Coordination is improved and

duplication is avoided.
 PLANNING FOR IN-SERVICE
EDUCATION

Careful and detailed planning is the key

to successful in-service education. It is
also required to meet the learning
objectives.
 PLANNING INVOLVES

What is to be done?
Get a clear understanding of what is expected to
be done and divide the work into separate jobs for
use of men, equipment, space, materials, money.

Why is it necessary?
Rationalize the objectives and separate the jobs.

How is it to be done?
Look for better ways of doing a job by proper
utilization of man, money and material.
 
 Where is it to be done?

Availability of Physical sources.

When is it to be done?
Fix the time when the assigned job/ task has to
be done but consider the possibility for
emergencies or delays. 

Who should do the job?

Determine the skills needed to do the job/ task
and assign it to the best fitted person.
 STEPS OF
PLANNING

Establish
Establish the goal
budget,
Conduct,
Decide
Evaluate
objective
the result,
Reassess
goal.
Assess the Determine
available the course
resources of action
 STEPS

Assessment Evaluation:
Pinpoint needs Establishment of criteria
Planning: Pre test to the participants
Prioritize needs Post test following
Set training objectives completion of the training
Develop criteria or program
Implementation: OR
Climatic check By observation on transfer
Actual conduction of of learning to the job.
training with ongoing Follow up studies for
monitoring assessment of extent of
retention of learning.
METHODS OF IN-SERVICE EDUCATION

Ward teaching
Discussion
Conference
Seminar
Laboratory Skills demonstration
Workshop
Field trip
Job orientation
DIFFERENT
AREAS OF
IN-SERVICE
EDUCATION
Orientation programme:

Orientation programme introduces the

new nurses appointed in a job to their
supervisors who discuss with them the
job chart, the policies, procedures and
fulfilment of objectives of an
organization.
Orientation is also a period of adjustment
as the employee develops attitudes
based upon her reaction of the hospital/
Organization and it`s personnel which set
the climate of her employment.
Orientation provides a new staff member
with means to carry out a new job with
minimum mistakes.

Orientation is continued as new situation

arises throughout the total period of
employment. It helps to re-orient the
employee to present policies and
procedures and to introduce changes in
the policy and procedure.
Skill training:
For the new employee, skill training
programme provides the “how” and
“why” in carrying out assigned
functions. It is often coupled with
orientation.

Skill training programmes are

sometimes combined particularly for
personnel having little or no previous
hospital experience.
Employees need for skill training should be
remembered when new procedures,
equipment or drug are introduced or when
the hospital set ups a new unit.

 Skill training is equally desirable when

older personnel are assigned to new forms
of duty, different units or to higher levels of
responsibility which carry with them
unfamiliar duties.
Leadership training:
For individuals who possess higher
qualification have the chances for promotion.

The supervisors and authorities will give in-

service training to such staffs to obtain
management/ leadership skill in order to
supervise the institution and achieve targets
by preparing a person to solve their
problems and run organization smoothly to
reach the organizational goals.
Continuing education by self instruction

Continuing education has been defined as

the training that an individual undertakes
after a basic professional education to
improve competence as a practitioners
 BENEFITS OF IN-SERVICE
EDUCATION
For Individual employees:
Improve professional practice
 Updating knowledge and skills at the
level of organization.
Equips with knowledge of current
trends, research and development.
Maintains competency.
For organization:

Maintains enthusiasm in learning

Develop interest and helps to adjust to
change.
Job satisfaction among employees.
Develop sense of responsibility for being
competent.
Develops skills, motivation and better
attitude
Develop self confidence, make the
organization better place for work. 
 EVALUATION OF IN-SERVICE
PROGRAMME

Pre test & post test

Written test/objective.
Check list
Rating scale
Practical test (direct observation )
TOOLS FOR INSERVICE PROGRAM:

A variety of written materials will be

needed for an in-service program,
ranging from the initial written plan to
validate the need for an in-service
program.
 TOOLS

PROGRAM BLUE PRINT:

A written plan lessens the possibility of
omitting important aspects or of
overlooking areas that need to be
covered in the in-service program.

Gaps in thinking and in information

appear as plan is written. A written plan
will become a guide when a personnel
change and good programs are not lost
because the planner leaves the staff.
 TOOLS

VISUAL TEACHING MATERIALS:

Visual materials add interest and

increase learning, particularly when
personnel take part in their preparation.
Pictures, charts, slides, graph, movies
etc can be used in in-service education
programme to make it more effective.
 TOOLS

LIBRARIES:

As in-service programs develop there

will be need for more and more library
work. If hospital library facilities are
limited there may be greater need to use
libraries in the college or community.
 TOOLS

INFORMATION PACKETS AND MANNUALS:

For employ orientation packets of

information materials about the hospital, its
policies rules and regulations, objectives
and about community are useful.

For general in-service education preparing

information packets and developing
manuals are also educational activities for
those participating in.
 TIME FOR INSERVICE EDUCATION:

Generally in-service programs are given

during on-duty time, particularly the job
induction phase.

Deciding whether subsequent programs

will be offered on hospital time, half
hospital-half employee time, or on off
duty time depends upon the opinion of
the hospital.
CLASS ROOM FACILITIES:

If the group is small, teaching can be done

on the unit where the work is being
performed or for larger groups a hall,
seminar room may be needed.

The most important factor is freedom from

interruption ( no physical disturbance)
during the class. Good lighting and good
ventilation is also important.
EVALUATION OF INSERVICE EDUCATION:

Evaluation is the most important and

difficult part of the program.
Evaluation is necessary to justify that
training is being used effectively to meet
agency’s need.
It can be done by -observing the attitude of
the employees in relation to the program.
By observing changes that have
occurred as a result of training.
By using a performance review and
evaluation record.
By using opinion surveys,
questionnaires etc.
CONTINUING
NURSING
EDUCATION
Continuing education has been defined as the
training that an individual undertakes after the
end of basic professional education to
improve competence as a practitioner and not
with a view to gain a new diploma or license.

It consists of planned learning experiences

designed to promote the development of
knowledge, skills and attitude for the
enhancement of professional practice.
(WHO, 1980)
It differs from academic pursuits
because no formal credits is granted
and it`s goal is not acquisition of the
higher degree.

It is a form of structured learning after

completion of a formal basis education
programme (RN degree in nursing ).
It preserves knowledge and skills, helps
in gaining new knowledge and skills,
reviews and adds to already gained
knowledge and improve clinical
competencies.
 BENEFITS OF CONTINUOUS NURSING
EDUCATION:

Providing self care and positive patient

outcome.
Increase knowledge
Professional growth
Promotes critical thinking
Provides venue for networking with other
professionals.
 ACQUIRING CNE

Attending conferences
Workshops
Attending online courses
Local onsite programmes
Record maintenance of CE
 Need for continuing education

To ensure safe and effective nursing

care
For career advancement advance skill
acquisition.
With the advancement of technology,
new role change requires education.
Due to shortage of qualified nurses as
a result of abroad migration.
 Outcomes of continuous nursing
education:
--It balances between employees
capabilities and job demand.
--It bridges he gap between-
Knowledge and demand of service
Research and practice
Educational ideas and reality of clinical
setting
--Research conducted over years include
that CNE increases confidence,
knowledge, self awareness and
professionalism.
--It also improves communication skills,
enhances nursing care and research
centred practice.
Difference Between In-service Education & Continue
Education
 REFERENCES

K.P Neerja ,text book of nursing education; first

edition 2003,jaypee brother’s pvtltd;page no:396-397.
Vati. J, Principles and Practice of Nursing
Management and Administration, Jaypee Publication,
New Delhi, 1st edition, 2013, Page no. 403-404
Singh. I, leading and management in health, 2006 hissi
offset printers pvt. Ltd. Page no. 178-180
BT Baswanthappa, Nursing
Administration,2009.Jaypee Brothers publication (P)
Ltd. Page748-750