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Chapter 16 Educating and Socializing Staff in a Learning Organization

Learning Objectives

1. Differentiate between education and training (Text p 413-14)

2. Select an appropriate sequence of events for educational planning (ATI p 11) (Text 418-20)

3. Identify problems that may occur when the responsibility for staff development is shared (Text p 420)

4. Select appropriate educational strategies that facilitate learning in a variety of situations (Text p 420)

Learning Objectives

5. Discuss criteria that should be used to evaluate staff development activities (ATI p 11—Staff Education)

6. Demonstrate knowledge of the needs of the adult learner and describe teaching strategies that best meet his or her needs (Text p 415)

7. Apply principles of social learning theory (Text 415-16)

8. Identify strategies that could be used to help staff deal successfully with role transitions (ATI p 11—Nursing Ability) (Text p 273/Chap 11—Benner) (Text 420-424)

Learning Objective

9. Describe strategies that could be used to assist the new graduate nurse with socialization to the nursing unit (ATI p 11—Socialization) (Text p 421)

10. Contrast the roles of mentor, preceptor and role model (Text 424-26)

*Competence (ATI p 11) (Text 418)

* Staff Education (ATI p 10) (Text 418)

Philosophy of Learning Organizations #1

The learning organization (LO) promotes a shared vision and collective learning in order to create positive and needed organizational change.

Collective learning goes beyond the boundaries of individual learning and releases gains for both the individual and the organization.

Philosophy of Learning Organizations #2

A premise of the learning organization is that learning itself enhances the team.

Key Characteristics of Senge’s Model of LOs

Systems thinking

Personal mastery

Team learning

Mental models

Shared vision

Training Versus Education #1

Training may be defined as an organized method of ensuring that people have knowledge and skills for a specific purpose and that they have acquired the necessary knowledge to perform the duties of the job.

Education is more formal and broader in scope than training. Whereas training has an immediate use, education is designed to develop individuals in a broader sense.

Training Versus Education #2

Managers and education department staff have a shared responsibility for the education and training of staff.

Learning Theories

Adult learning theory (Knowles, 1970): Pedagogy versus andragogy

Social learning theory (Bandura, 1977): learning from interactions with others in a social context

Other learning concepts: readiness to learn; motivation to learn; reinforcement; task learning; transfer of learning; span of memory; chunking; knowledge of results

Implications of Knowles’s Work for Trainers and Educators #1

A climate of openness and respect will assist in the identification of what the adult learner wants and needs to learn.

Adults enjoy taking part in and planning their learning experiences.

Adults should be involved in the evaluation of their progress.

Experiential techniques work best with adults.

Mistakes are opportunities for adult learning.

Implications of Knowles’s Work for Trainers and Educators #2

If the value of the adult’s experience is rejected, the adult will feel rejected.

Adults’ readiness to learn is greatest when they recognize that there is a need to know (such as in response to a problem).

Adults need the opportunity to apply what they have learned very quickly after the learning.

Assessment of need is imperative in adult learning.

Obstacles to Adult Learning

Institutional barriers

Time

Self-confidence

Situational obstacles

Family reaction

Special individual obstacles

Assets for Adult Learning

High self-motivation

Self-directed

A proven learner

Knowledge experience reservoir

Special individual assets

Chunking as a Learning Strategy

Chunking refers to presenting two independent items of information and grouping them together into one unit.

Although the mind can remember only a limited number of chunks of data, experienced nurses can include more data in those chunks than can novice nurses.

Three Reasons for Staff Development

To establish competence

To meet new learning needs

To satisfy interests the staff may have in learning in specific areas

Sequence for Developing an Educational Program

Identify the desired knowledge or skills that the staff should have.

Identify the present level of knowledge or skill.

Determine the deficit of desired knowledge and skills.

Identify the resources available to meet needs.

Make maximum use of available resources.

Evaluate and test outcomes after use of resources.

Evaluation Criteria for Staff Development Activities

Learner’s reaction

Behavior change

Organizational impact

Cost-effectiveness

Evidence-Based Practice

Facilitating evidence-based practice is a shared responsibility of the professional nurse, the organization, leader-managers, and the education or staff development department.

Strategies for Promoting Evidence-Based Practice #1

Develop and refine research-based policies and procedures.

Build consensus from the interdisciplinary team through development of protocols, decision trees, standards of care, institutional clinical practice guidelines, etc.

Make research findings accessible through libraries and computer resources.

Strategies for Promoting Evidence-Based Practice #2

Provide organization support, such as time to do research and educational assistance to teach staff to interpret research statistics and use findings.

Encourage cooperation among professionals.

When possible, hire nurse researchers or consultants to assist staff.

Socialization #1

Learning the behaviors that accompany each role by instruction, observation, and trial and error

Involves a sharing of the values and attitudes of the organization

Creates a fit between new staff members and the unit by introducing them to the norms of the group

Socialization #2

The first socialization to the nursing role occurs during nursing school and continues after graduation.

Resocialization

Occurs when individuals are forced to learn new values, skills, attitudes, and social rules as a result of changes in the type of work they do, in the scope of responsibility they hold, or in the work setting itself

Role Change

Organizations often fail to address socialization problems that occur in job, position, or status changes.

Role overload occurs when the demands of the role are excessive.

Team Building via Role Models, Preceptors, and Mentors

These roles help to clarify role expectations through the use of social interaction and educational processes.

Each role has a different focus and uses different mechanisms.

Role Models

Behavior you want to emulate

May be a passive or nonexistent relationship

A person can have many role models.

There is a cumulative effect.

Preceptor

An experienced nurse who provides knowledge and emotional support, as well as a clarification of role expectations, on a one-to-one basis

Effective preceptors role model and adjust teaching to each learner as needed.

Mentoring

An in-depth supportive and nurturing relationship between an expert and a novice

Formal relationship typically lasts 2 to 5 years, with mentor being one generation older than mentee

Many nurses have limited opportunities to have a true mentoring relationship in their lives.

Phases of the Mentoring Process

Exploring whether to begin a mentoring relationship

Negotiating a mentoring agreement, with a goal(s) and deadline(s)

Implementing the agreement and periodically reviewing progress made

Summarizing and formally concluding the mentoring relationship

Behavioral Sanctions

The bestowing of rewards and punishments

Used to show employees what behavior is rewarded or eschewed in an organization

Rarely carried out on a systematic and planned basis

Group Norms

The manager should know what the group norms are and should be observant of the sanctions used by the group to make newcomers conform.

The manager should take appropriate intervention if group norms are not part of the organizational culture.

Meeting the Educational Needs of a Culturally Diverse Staff

Respect cultural diversity—recognize its desirability.

Recognize different perceptions of classroom and instruction learning.

Unique Socialization Needs of International Nurses

Often experience cultural, professional, and psychological dissonance

Communication problems

Anxiety, homesickness, and isolation

Coaching

One person helping another to achieve an optimal level of performance

Tool for empowering subordinates, changing behavior, and developing a cohesive team

Emphasis on assisting the employee to recognize greater options, to clarify statements, and to grow