Staff Education Plan To Address A Professional Nursing Issue

Introduction The emergence of new technology every day, more complex long term care populations and higher patient acuities call for nurses to adapt and immerse themselves seamlessly to new practices or changes in existing practice (Bastable, 2014). Using a planned education targeting the professional development of the trained nursing caregivers requires the education to be backed up by data as well as examples on how a proposed change can improve not only practice but also enhance patient safety and patient outcomes. At the same time, one must recognize the fact that many health care facilities have resolved to respond to healthcare trends by designating that staff education responsibility move from centralized staff professional development centers to unit-based nursing staff. The aftermath of this shift is that some clinical staff nurses have assumed the responsibility of staff development besides offering direct care to the patients. Consequently, this exposition develops a staff education plan to address workplace violence as one way of improving a health care facility’s policy on workplace violence. (Staff Education Plan to Address a Professional Nursing Issue) Staff Education Plan to Address Workplace Violence against Nurses In the healthcare setting, violence perpetrated by patients or visitors is considered an expected job hazard, particularly in high-stress areas like the emergency department (ED). The misconception may prime most of the ED workers (whether clinical or non- clinical to accept or overlook acts of violence until they are intolerable that maintenance of physical safety is required. However, this scenario is just that- a misconception, and for that, the developed staff education plan seeks to educate the nurses on how to combat and prevent WPV not just within the ED but across the entire hospital system. Price & Reichert (2017), in their study on the benefits of continuing professional development in the context of patient care and a nurse’s career satisfaction, observe that Registered nurses must ensure their knowledge and skills are up to date.(Staff Education Plan to Address a Professional Nursing Issue)

The first step to guide in the development of a well thought out staff education plan is to understand the educational needs of the clinical nurses and other workers as well. The nurse educator must consult with the hospital manager to clarify the scope and dimensions of the nurse educator’s new the nurse educator will identify the learners who, in this comprise the nursing staff, support staff, and unit secretaries.(Staff Education Plan to Address a Professional Nursing Issue)
The second step involves conducting a thorough assessment of the learning needs, which the unit based educator has determined to be WPV. Due to the systemic need for measures to counter WPV, the needs assessment design leaves room for modification where additional learning can bead throughout the year. Besides, the learner –identified and nurse educator identified need other sources like the nurse managers, physicians, and the rest of the interprofessional teams can also identify the education needs.
The third step involves the needs assessment data analysis, which the educator uses to develop the unit’s master education plan. This education plan entails arranging and prioritizing the staff’s learning needs in a sequential way and using the SMART framework meaning individual plans making the whole are specific, measurable, realistic, ad time-bound. The Master education plan stays for a whole semester is further broken into either two or three parts, which ease the goals ad objects design.
Step four entails the development of a matrix it is in this step that the nurse educator identifies the staff development component of either orientation, in-service education, or continuous education. In the WPV education, their components are integrated.(Staff Education Plan to Address a Professional Nursing Issue)
Step five has the nurse educator identifying the resources available will play a crucial role in meeting the learners’ assessed needs; step 5 outlines the suggested variety of teaching methods as strategies like the use of posters, self-learning packets, and games and simulations(Ming et al., 2019). The use of technology-aided strategies like computers and multimedia also appears in the catalog of teaching and learning strategies.
Step six, which is the implementation of the outlined master education plan, requires the nurse educator to seek support from the administration and staff while encouraging their input and participation. The nurse educator has the responsibility of developing support for the program implementers besides monitoring the WPV prevention measures.
The seventh and last of the Master staff education plan is to evaluate the implemented education plan to establish its effectiveness and efficiency in meeting the clinical staff’s learning needs on how to deal with and prevent WPV.

The rationale of Kotter’s Change Model The Unit-based nurse educator uses Kotter’s Change Model (KCM) as the theoretical framework to guide this staff education plan on WPV. The reason why the nurse educator chose the KCM is that the model forms the cornerstone of introducing change within the organizational work setting. The educator is aware that the processes of formulating then instituting a WPV must have a strong backing of the employees, administration, interdepartmental leadership, and other stakeholders in general. Since organizational changes require the development of a new policy and procedure for WPV, the designer of the staff education chose KCM as the guide to the EBP program. The eight KCM’s steps establish a sense of urgency, create a guiding coalition, develop a vision and strategy, communicate the change for buy-in and empowering action, and barriers removal. Step six will have the creation of short term achievement with gains consolidation at number seven and lastly anchoring of the new approaches to deal with wand preventing WPV.(Staff Education Plan to Address a Professional Nursing Issue) Barriers to Teaching and the Obstacles to Learning in the Health Care Environment One of the barriers to teaching the staff on ways of tackling and preventing WPV is that within acute care hospitals is the perception that hospitals are safe havens for individuals in need of physical, psychological, and emotional help. Healthcare governing agencies have emphasized patients and other visitors’ safety at times to the detriment of staff safety (Brando et al., 2015). A culture where the key players regard as usual creates a weakened safety culture of the staff. The feeling by staff members that the institution did not care is a barrier that needs o to be overcome from the outset. The other barrier is that staff feels no action was taken when staff reported WPV and only taken action mostly if the violence involves a perpetrator who was a member of the staff themselves. On the other hand, Jahahpour et al. (2016) aver that some of the chief obstacles to the learners ranged from ineffective communication to theory –gap practice and inappropriate role models. Ineffective communication describes the learners’ belief that interpersonal communication between the learners, their educators, physicians, and patients was central to clinical learning. A friendly relationship positively impacted on the learning outcomes and vice versa. The existence of the theory-practice gap is the other barrier, while the way the unit nurse educator behaved contributed to learners’ receptivity of the message delivered. Those deemed inappropriate role models used harsh words, and lacked enough self-confidence on the topic they delivered to learners, Regardless of how highly skilled or knowledgeable the unit educator was if they were uncaring, this uncaring attitude was the most significant impediment to the learning process.(Staff Education Plan to Address a Professional Nursing Issue) As you continue, premiumacademicaffiates.com has the top and most qualified writers to help with any of your assignments. All you need to do is place an order with us. (Staff Education Plan to Address a Professional Nursing Issue)

Evaluation of the Effectiveness of Staff Education Once the unit based staff education training program on ways to tackle and prevent WPV is fully implemented, its outcome measures to evaluate its effectiveness are two. The first outcome measure to determine its efficacy is an improvement in staff perception on the facility’s support of a zero-tolerance to WPV as reported after the project’s implementation (Rayan et al., 2016). The next outcome measure to evaluate the projects is the expected improve WPV reporting compliance within the digital incident reporting system.(Staff Education Plan to Address a Professional Nursing Issue) Conclusion In conclusion, this paper has established that nurses of the 2020s and beyond must embrace evidence-based practice change for them to remain relevant in the contemporary world. To keep up the pace, the nursing staff needs to educate using a well-thought-out plan. The developed education plan is premised on Kotter’s change model. The paper offers the rationale for selecting KCM as the theoretical framework that will guide the staff education plan, and also identifies the barriers to teaching and obstacles to the learning process within the health care environment. The paper’s author also outlines how they will evaluate the effectiveness of staff education using outcome measures like improved staff perception of zero tolerance to WPV.(Staff Education Plan to Address a Professional Nursing Issue) References Arnetz, J. E., Hamblin, L., Russell, J., Upfal, M. J., Luborsky, M., Janisse, J., & Essenmacher, L. (2017). Preventing patient-to-worker violence in hospitals: outcome of a randomized controlled intervention. Journal of occupational and environmental medicine, 59(1), 18. Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th Ed.). Boston: Jones & Bartlett. Jahanpour, F., Azodi, P., Azodi, F., & Khansir, A. A. (2016). Barriers to practical learning in the field: a qualitative study of Iranian nursing students’ experiences. Nursing and midwifery studies, 5(2).(Staff Education Plan to Address a Professional Nursing Issue) Ming, J. L., Huang, H. M., Hung, S. P., Chang, C. I., Hsu, Y. S., Tzeng, Y. M., … & Hsu, T. F. (2019). Using Simulation Training to Promote Nurses’ Effective Handling of Workplace Violence: A Quasi-Experimental Study. International journal of environmental research and public health, 16(19), 3648.(Staff Education Plan to Address a Professional Nursing Issue) Price, S., & Reichert, C. (2017). The importance of continuing professional development to career satisfaction and patient care: meeting the needs of novice to mid-to late-career nurses throughout their career span. Administrative Sciences, 7(2), 17. Rayan, A., Qurneh, A., Elayyan, R., & Baker, O. (2016). Developing a policy for workplace violence against nurses and health care professionals in Jordan: A plan of action. American journal of public health research, 4(2), 47-55.(Staff Education Plan to Address a Professional Nursing Issue)

Question – Staff Education Plan to Address a Professional Nursing Issue

In a 1000-word APA essay – Develop a detailed staff education plan to address a professional nursing issue. The plan should be based on a change management model to improve a process, procedure or policy. Provide a rationale for the selected model and make certain identify barriers to teaching and the obstacles to learning in the health care environment. How will you evaluate effective of the staff education?(Staff Education Plan to Address a Professional Nursing Issue) Use three scholarly sources to support your perspective. Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Boston: Jones & Bartlett.(Staff Education Plan to Address a Professional Nursing Issue)

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