Principles of Staff Education
There is no single model for development and delivery of Staff Education, as clinical needs, organizational structures and budget will guide the concepts and processes. The program must include a well-developed framework for effective programming and evaluation for the adult learners within the context of the setting. Evaluation must be planned and should be formative or iterative in nature, with ongoing evaluation occurring throughout the planning stages. Key stakeholders should be included in the process. A process for summative or impact evaluation must be included that demonstrates outcomes related to the identified Staff Education program objectives. The evaluation should identify the programs impact on social change as an outcome.
Definition of Staff Education Projects Staff education may include nurse residencies, orientation, in-service education, and continuing education of professional staff. Walden requires that a partner organization oversee the staff education activities. Walden is able to oversee the evaluation data collection, if the site wishes (see IRB steps below). Programs may be multi-disciplinary in nature, meaning that other professional healthcare clinicians may attend and benefit from the content. Staff education is usually developed to meet a need identified by an organization or clinical practice setting to improve patient care, achieve standards of practice or to meet regulatory guidelines.
DNP students may not develop Scholarly Projects that involve patients, families, or pre- professional students as their target population..
It is important to understand the expectations for accomplishing a Staff Education Project in the context of the DNP Scholarly Project.
Scholarly Projects related to Staff Education are aligned with the DNP Essentials. Doctor of Nursing Program Capstone Resources https://academicguides.waldenu.edu/researchcenter/osra/dnp Purpose of Staff Education
May 2019
For the DNP Nurse, Staff Education is often used to help inform and improve knowledge and skills using current evidence-based practices.
Steps for Developing a Staff Education Project
There are numerous instructional design models available for developing education programs. One of the most common is the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The ADDIE model is discussed in chapter 2 of the Jeffery, Longo, & Nienaber required staff education textbook under required resources in this document.
Planning • Meet with committee chair to explore topic and narrow down focus to select a project that meets the requirements of a DNP staff education module
• Analyze need and establish the criteria for the Staff Education program using available existing data from site, literature, or theoretical support.
• Identify (and confirm) content expert(s) to review educational materials.
• Research the literature for relevant teaching materials or content that address the program goals. Unless literature has historical relevance, all literature should be within fives years of date of completion.
• Formulate specific learning objectives that are measurable and reasonable for the project selected
• Develop the Staff Education program, including the content and the delivery strategy using appropriate instructional methods and theoretical framework (teaching/learning, adult education, and nursing theories) Currently adopted educational materials may be adapted for use in this project with the permission of the author/s. • Seek appropriate ethics approval at the site and through Walden IRB.
