KING GEORGE’S MEDICAL UNIVERSITY

KGMU COLLEGE OF NURSING

Subject: Nursing Education

Topic: Staff Development Programme

SUBMITTED TO- SUBMITTED BY-

Mrs. Sumanlata Shivangi Singh

Assistant Professor MSc Nuring I year
KGMU College of Nursing KGMU College of Nursing

SUBMITTED ON -

14/05/25
 STAFF DEVELOPMENT PROGRAMME

 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 (CPPD) is the new name for the Staff Develop-
ment.
 Staff development activities include training and education provided by an employee to
improve the occupational and personal knowledge, skills, and attitudes of vested
employees.

DEFINITION

 Staff development includes all training and education undertaken by an employer to im-
prove 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, con-
sistent with the goals and responsibilities of the employment.( ANA)

NEED FOR STAFF DEVELOPMENT

 Social change and scientific advancement

 Advancement in the field of science like medical science and technology.
 As part of an individual's long-term career growth.
 To add or improve skills needed in the short term
 Being necessary to fill gap in the past performance
 To change or correct long-held attitudes of employee
 To move ahead or keep up with change.
 Fast changing technologies
 Need to increase the productivity and quality of the work.
 To motivate employees and to promote employee loyalty
 Fast growing organizations.

GOALS OF STAFF DEVELOPMENT

 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 OF STAFF DEVELOPMENT PROGRAMME

 To increase employee productivity.

 To ensure safe and effective patient care by nurses.
 To ensure satisfactory job performance by personnel.
 To orient the personnel to care objectives, job duties, personnel policies, and agencyregulations
 To help employees cope with new practice role.
 Help employees cope with new practice role.
 Help nurses to close the gap between present abilities and the scientific basis fornursing
practice that is broadening through research.

The staff education include all the planned educational activity recognized by a health care agency
as directed toward meeting the job related learning needs of the nurse and other personnel and
therefore , may include continuing education- in-service education-extramural education and post
basic education.

Staff development activities are defined by its concepts such as competence, interest needs and
learning and training.

Competence is the state of possessing qualities and abilities that are required for a particular role
or task, e.g. nurses competence in handling new cases and new equipment or handling new tech-
niques.

Interests are inclinations that cause an individual to be attracted or repelled by certain objects,
events or persons with the result that the individual seeks experiences that favour development.
The goal of staff development programme should be to stimulate sufficient interest in a topic that
learner will continue to study the subject independently.

Need is a lack, tension, desire or demand that impels a person to specific behavior. An educational
need is a measurable discrepancy between a person’s actual job competence and desired compe-
tence level.

Learning consists of desirable behavioral change that results from a prescribed experience.

Training may be defined as an organized method of ensuring that people have knowledge and
skills for specific purpose that acquired the necessary knowledge to perform the duties of the job.
FUNCTIONS OF STAFF DEVELOPMENT PROGRAMME

 Provide Educational activities for all nurses employed by the health care agencydirected
towards change behavior related to role expectations.
 It concerned with growth and development of personnel from their initial contact with
a healthcare agency until termination of service

The model has been structured in a such way that staff development can be facilitated within an
agency and can provide linkage with the pre-service education, experience and socio-economics
of the nurse.

Within a health care agency, the following components will provide framework for structuring a
staff development programme.

SOCIO-ECONOMICS
1. Manpower planning recruitment
Selection
Placement
2. Counseling Performance evaluation.
Career planning Promotion

EXPERIENCE
1. Nursing practice
 Direct patient care- general or specialties as independent patient careassignment or
team approach.
 Indirect patient care- supervision, administration, teaching and research.
2. Other real life experience
 Colleague interaction.
 Voluntary activities related to health care.
 Professional association participants.
 Personal life.
EDUCATION
1. Continuing education
 In-service education.
 Orientation
 Skills, attitude and knowledge pertinent to nursing practice within thehealth
care learn and to career planning for individual nurse practioners.
 Extramural education- pertinent to individual and health care agency need.
2. Post basic nursing education
 It is pertinent to nursing practice, individual and health care agency need.
EXPERIENCE
3. Nursing practice
 Direct patient care- general or specialties as independent patient careassignment
or team approach.
 Indirect patient care- supervision, administration, teaching and research.
4. Other real life experience
 Colleague interaction.
 Voluntary activities related to health care.
 Professional association participants.
 Personal life.
EDUCATION
3. Continuing education
 In-service education.
 Orientation
 Skills, attitude and knowledge pertinent to nursing practice within thehealth
care learn and to career planning for individual nurse practioners.
 Extramural education- pertinent to individual and health care agency need.

4. Post basic nursing education

 It is pertinent to nursing practice, individual and health care agency need.

STAFF DEVELOPMENT MODEL FOR GOAL ACHIEVEMENT OF THE HEALTH

CARE AGENCY, THE NURSE AND NURSING PROFESSION.

EXPLANATION OF MODEL

The staff development model is based on the aforementioned philosophical statement, that the
activities within a health care agency are directed towards achieving a high quality care through
the mutual goal oriented efforts of health care agency, the nursing profession, and its practioners.
In its broadest sense, staff development has three major components-

Education, experience and socio-economics.

The educational components assumes that the nurse is motivated to continue learning through in-
volvement in educational activities endorse by a health care agency and the nursing profession.It
may take the form of continuing education- in-service education and extramural education, or post
basic nursing education.
 Post Basic Nursing Nursing
Education Practice

Education Experience
Other
Continuing Real life
Nursing
Education: Nurse Profession Experienc
-In-service
Education
- Extramural HEALTH CARE
Education

Health Care
Agency Employee
-Employer
Socio- Relations
Manpower Economics
Planning

Counseling
- Career
Planning
- Performance
Evaluation

STAFF DEVELOPMENT MODEL

Agency based educational activity is referred to as in-service education. It begins with orientation
to the health care agency and to a particular position, continues in the form of skill training related
to nursing or more generalized skill training related to patient care within contextof the health care
team.

Outside the agency, the nurse’s educational activities may continue either as extramural extra-
mural education or as post basic nursing education. Extramural education, like in-service educa-
tion, care rightfully be classified as continued education. Extramural education includes short
course, conference, seminars and the like, which are planned for the group learning, as wellas
programmed learning and correspondence course geared to the individual nurse.
Post-basic nursing education refers to formal study at a degree-granting institution. Although in
most cases this type of education refers to a full time commitment to an academic programme
leading to a university diploma, certificate , baccalaureate degree, masters degree or doctorate
degree require leave of absence from the health care agency, it is still planned staff development.
In some pre-requisite and introductory course for these programmes may be taken an extramural
basis while the nurse is fully employed. In this case, it is commonly classified as continuing edu-
cation rather than post-basic nursing education.

Education, either post basic and/ continuing organized within or health care agency, is influenced
by the standards of nursing practice and the interest and support of the professional association.
This component of staff development is commonly called staff education by a health care agency.
It requires the shared responsibility of a health care agency, the nurse and the nursing profession
for planning and implementation, even through the input of each of theaforementioned may vary
in the planning or implementation.

Experience in the nursing practice and experience in daily living are integral parts of staff devel-
opment. Although a planned approach to the daily assignment of nursing responsibilities is both a
benefit to the development of the nurse practioners and prerequisites to high quality patient care,
some benefit is also derived from unplanned experience. The planned activities encountered with
involvement in professional nursing activities and those of community organizations are experi-
ence that are recognized by health care agencies, the nursing professions,and nurse as contributing
to staff development.

The socio-economic component of staff development assumes the involvement of the health care
agency, the nurse, the nurse association in management, planning counseling, and employee-em-
ployer relations. The effectiveness of manpower planning depends on need assessment, which is
in part influenced by the standards set by the nursing profession and in part by the honoring of job
commitment made between the health care agency the nurse. These latter factors also determine
the extents of exposure of the nurse to staff development programme. Counseling, from the staff
development point exposure of the view, includes career planning as well as performance evalua-
tion for the benefits of both health care agencies, and the nurse. Employee-employer relations the
professional association has a responsibility for providingguidelines pertinent to staff development
programmes.

Although each part of the modular structure represents a distinct element of staff development and
each may well be established as an autonomous programme the effectiveness of staffdevelopment
is contingent on the interrelated utilization of the modular concept.
STEPS OF STAFF DEVELOPMENT PROGRAM

Assess the educational needs of all staff members

Set priority

Develop general objectives for the staff development program

Determine 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

RESOURCES REQUIRED FOR STAFF DEVELOPMENT PROGRAMME

 Schools and universities

 Association
 Health and inter service agency
 Other nursing homes
 Ones own staff.
ADMINISTRATIVE STRUCTURE OF A STAFF DEVELOPMENT PROGRAMME

The major factors that determine the administrative structure of an agency- wide staff development
programme are:

1. Administrative philophy, policies and practices of health care agency.

2. Policies, practices and standards of nursing and other health professions.
3. Human and material resources within a health care agency and the community.
4. Physical facilities within a health care agency and the community.
5. Financial resources within a health care agency and the community.

Centralization v/s decentralization

In some cases a centralized structure will be more effective than a decentralized structure. There
are advantages to both type of structure. Usually, the co-ordination of staff development is more
readily facilitated in a centralized structure. However, in a decentralized structure, it is possible
to involve a larger number of personnel in a planning and implementing programme. One alterna-
tive is a centralized structure for an agency-wide staff development programme anddecentralised
structure for programme related to learning a specific job skill. Whatever be the administrative
structure, it is vital to circumvent redundancy, repetition and ineffective utilisationof personnel
and facilities.

Qualification of staff development personnel

The qualifications required in staff development personnel depend on the nature of staff develop-
ment task to be performed that is administration, teaching, counseling. People in various disci-
plines must be used to help in assessing staff- staff development needs, recommendation where
and how these needs can be best be met, and in planning, organizing, implementing and evaluating
staff development programmes.

Functions of staff development personnel

1. Determination of the administrative structure of the staff development programme.

2. Determination and establishment of organizational methods, policies and procedure for a
staff development programme.
3. Determination and establishment of lines of communication for the utilisation offacili-
ties and resources personnel for a staff development programme.
4. Determination of organizational and individual staff development needs and priority.
5. Development of measurable short and long term objectives for staff developmentpro-
grammes.
6. Promotion, development, implementation and evaluation of programmes to meet these
objectives.
 7. Planning, co-ordination and utilisation of community resources to assist in meeting these
objectives.
8. Provision of consultative service and resource for information relative to staffdevel-
opment.

TYPES OF STAFF DEVELOPMENT

Staff development includes formal and informal group and training and education. The goals of
staff development programmes are to assist each employee to improve performance in his or her
present position and to acquire personal and professional abilities that maximize the possibility of
carrier development.

Staff development activities include the following.

1 Induction training-
Is a brief, standards indoctrination to an agency’s philosophy, purpose, policies and regulations given
to each worker during her or his first two or three days of employment in order to ensure his or her
identification with agency’ and philosophy, goals and norms.

Need of induction training

 To Increase retention of newly hire employees,

 To Improve employee morale

Steps in induction
 Tour of facilities
 Introduction to the other employees, superiors and subordinates.
 Description of organizational functions.
 Departmental visit
 Orientation to philosophy goals and objectives

Administration policies and procedure

Job Orientation-

Meaning

 The process of creating awareness with an individual of his/her roles, responsibilities

and relationships in the new work situation.
 Job orientation is an individualized training programme intended to acquaint a newly
hired employee with job responsibilities work place, clients and co-workers.

Components

 A new employee to his or her job setting so that he / she is aware of his/ her job
responsibility and expectation.
 Present employee to the job responsibilities of his/ her expanded/ enriched role.
 The old employees to the policy changes.
 Importance of orientation programme
 Provides essential, relevant and necessary information
 Helps employee to gain confidence,
 Lessen the time for the employee to learn about new situations related to his/her job
setting.
 Helps the new employee to develop a sense of belonging
 Eliminates
 Learning by trail and error.
 Passing of incorrect information by old employees and peers.
 Reduces misinterpretation.
 Mistakes and confusion.
 Help new employee in solving initial problems and adjust the new situation/environ-
ment, Acquaints her with personnel services readily with in the institution/community
Content of an orientation programme

 The origination and its environment

 Policies, rules and regulation
 Personnel
 Services
 Functions to be undertaken

3. IN SERVICE EDUCATION
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 effectively as a
person and as a worker.
 Concept of in-service education Closely identified with services Help a person’s to im-
prove performance effectively Planned education activities Provided in a job setting

In- service education aims at developing the ability for efficient working and capacity for
continous learning, so that one may adapt to changes with judgments and produce profitable
services which become an important tool for the health care of the society and nation at
large, i.e.

Cost-consciousness of nursing services in relation to all the programmes.

Proper supply of drugs and supplies related to nursing service.
Training needs assessment of nursing personnel related to current changes in the field.
Proper living conditions of nursing personnel for proper service.
In-service education is designed to retrain people; to improve their performance and their
communicative ability; and it is designed to get them started on the never ending contin-
uum of education.

Need for in-service education

 Social changes and scientific advancement

 Changes and advancement in the field of service
 Increased the demand of nursing services.
 Consumer demand quality care
 Rapid changes in medical and nursing practice create a need for in service education.
  Increase number of the people seeking health care as the population enlarges makes it
necessary for the nurses to function at her highest potential as quickly as possible.
 As health care delivery system become more complex, the need for continues skill
training also increased.

Objective of in-service education

 To provide for and promote the personal growth and development of the workers
 To stimulate and develop occupational
 To proved for job satisfaction
 identifying and meeting current bearing needs
 To disseminate new information from body of nursing knowledge and health science
through verity of channels.
 To acquire up to date knowledge and to make confidence among the nurses.
 To retain experience personnel to foster there continue education.

Factors affecting in-service education

1. Cost of health care.

2. Manpower in-service education requires need qualified human resources, lead toin-
creases human resources.
3. Change in nursing practice lead to frequent changes in the programmes and in-service
education.
4. Standards of nursing practice.
5. Organization of nursing departmental planned approaches is regular.

4. CONTINUING EDUCATION

Definition

Continuing education is all the learning activities that occur after an individual has completed
his basic education
cooper

The education which builds a previous education is called continues education

Aims of continuing education

 Improvement of professional practice

 To motivate the staff to seek the latest knowledge
 To keep the nurses with the latest development of technologies
  It develops interest, job satisfaction and confidence

Purpose of continuing education.

 Enable a worker to move from satisfactory to excellent performance

 Provides exposure to new concepts, procedural refinements, innovative productapplica-
tions, or acquisition of increased expertise
 Ensure professional development
 Increase ability in order to solve the problem in a clinical teaching/ administrative area.
 Improve the ability to communicate or participate in research work.

Need for continuing education

 The need for continuing education emerges from the phenomenon of change, change what is
known about a man and how he functions in health and illness, change in the ways in which
people meet the challenge to survive in a dynamic age, and change in the objectives, organi-
zation and financing of health services.
 Increasing public concern for health and welfare of all the people is reflected in the growing
amount of social legislation, much of which has had will increasingly have a direct effect on
the nature and quality of health care available to those formally unable to affords this.
 Legislation had a great impact on the education of health and welfare of all personnel andhas
made possible the accelerated growth of nursing education through enactment oflaws, which
provide financial assistance to schools and individual students.
 These are the forces within the nursing profession as well as in the larger society, which high-
light the need for planned programmes of continuing education geared to the needsof the
practioners. These forces include, changing functions of the nurse, an increasing trend towards
specialization, the relative shortage of nurses, the great variations in the nature and necessity
of formal education, preparation and mobility of the nurse population.
 Nursing functions require a high degree of skill and knowledge are now offered performed by
RNs with widely varying degrees of competence and educational preparation.

The nurse and responsibilities of continuing education

In a world Where scientific advances, technologic innovations and social changes are occurring
rapidly and new patterns of health care emerging, traditional roles of nurses are under close scrutiny
and some must inevitably give way to new roles. If the goal of providing the best possible health
care for all people is to be achieved, nurses must became involved in creating
 new solutions for the improvement of nursing care. This must become the responsibility of every
nurse.

TRAINING FOR SPECIFIC FUNCTION

Definition
This is concerned with developing expert technical or manual skills, communication and helps
the personnel to perform their functions effectively.

Objectives

 To help the nursing personnel to perform correct methods and procedures withunder-
standing.
 Establishing standards and quality of nursing services.
 Procedure to skill nurses to skilled nurses.

Types of skills

 Psychomotor skill
 Cognitive skill
 Teaching skills
 Affective skill
 Communication skill
 Supervisory skills.

Need for skill training

 Individual nurse needed to have greater freedom to choose the specific field of nursing
in which she would work.
 Good work to be recognized and reward.
 A venues of advancement and promotion need to be better development .

Guidelines for skill training

 Set the stage, using equipment similar to that provided for the worker in the work
situation.
 Create in worker a learning attitude,
 Give reasons why the procedure is carried out in this way in this agency;
 Break the activities in to logical steps, necessary to carry out the procedure.Demon-
strate step by step.
  Make certain that the person has learnt by requiring a return demonstration
 Provide written out lines for references.
 Arrange for follow up (supervision

APPROACHES TO STAFF DEVELOPMENT

1. Orientation
2. Formal programmes
3. Unit programmes
4. Workshop and conferences

STANDARDS OF STAFF DEVELOPMENT PROGRAMME (ANA)

Standard 1 – organization and administration

The nursing service department and the nursing staff development unit philosophy, purpose
and goals address the staff development needs of nursing personnel.

Standard II – human resources

Qualified administrative, educational and support personnel are provided to meet the learning
and developmental needs by nursing services personnel.

Standards III – learner

Nursing staff development educators assist nursing personnel in identifying their learning
needs and planning learning activities to meet those needs.

Standard IV – program planning

Provides the unit systematically, plans and evaluate the overall nursing staff development
program in response to health care needs.

Standard V – educational design

Educational offering and learning experience are designed through the use of educational
process and incorporate adult education and learning principles.

Standard VI – material resources and facilities

Material sources and facilities are adequate to achieve the goals and implement the functionsof
the overall nursing staff development unit.
 Standard VII – records and reports

The nursing staff development unit establishes and maintains a record keeping and report
system

Standard VIII – evaluation

Evaluation is an integral ongoing and systematic process, which includes measuring theimpact
on the learning

Standard IX – consultation

Nursing staff development educators use the consultation process to facilitate and enhance
achievement of individual, departmental and organizational goals.

Standard X – climate

Nursing staff development educators foster a climate which promotes open communication,
learning and professional growth.

Standard XI – systematic enquiring

Nursing staff development educators encourage systematic inquiry and applications of the
results into nursing practice.

POTENTIAL DIFFICULTIES IN STAFF DEVELOPMENT & TRAINING ACTIVITIES

 Lack of time
 Inadequate resources at disposal
 Under-funded training budgets
 Conflicting priorities
 Lack of Clarity about what should be done
 Failure to identify, or accept the need.
 Shortfall in training skill or experience
 Fear that trained employee will leave the organization

METHODS OF DELIVERING SDP INDUCTION JOB ORIENTATION IN-

SERVICE CONTINUING EDUCATION

Physical tour of the facilities Group discussion Seminar Hand book and pamphletOrienta-
tion, Seminar Discussion, Hand out or book and pamphlets Orientation Skill training
Continuing education, Leadership training, Lecture, Demonstration, Seminar, D e ba t e ,Journal
club ,Book review, Correspondence course, Formal course, Clinical research.

TRAINING FOR SKILL

Demonstration, Discussion, Role-play method.

ROLES AND FUNCTIONS OF ADMINISTRATOR OR/ MANAGER IN STAFFDE-

VELOPMENT

Roles-He/she:

1. Applies adult learning principles when helping employees learn new skills orinformation.
2. Coaches employees readily regarding knowledge and skill deficits.
3. Actively seeks out teaching opportunities.
4. Uses teaching techniques that empower staff.
5. Is sensitive to the learning deficits of the staff and creatively minimizes these deficits.
6. Frequently asses learning needs of the unit.

Functions

1. Works with reduction department to delineate shared individual responsibility for staff
development.
2. Ensures that there are adequate resources for staff development.
3. Assumes responsibility for quality and fiscal control of staff development.
4. Makes appropriate decisions regarding educational resources allocation in periods of
fiscal constraints.
5. Ensures that all staff competent for roles assigned.
6. Provides input in formulating staff development policies
DUTIES AND RESPONSIBILITIES OF VARIOUS CATEGORY OF
NURSING PERSONNEL
STAFF NURSE

Educational qualifications

 General- Pre university course/ 10+2

 Professional-3 year GNM/ 9 months/6 months midwifery/ psychiatric nursing diploma/
certificate, recognized by INC. or basic nursing from a recognized university according to
INC norms.
 Registration- Indian nursing council.

Standard norm and INC (Nurse: patient ratio)

1. General wards
1:3(Hospital attached with school or college of nursing)
1:5(hospital not attached with school or college of nursing)
2. ICU, ICCU and other specialty 1:1 for 24 hours.
3. Labour room 4 in each shift.
4. Operation theatre 3 for 24 hours per table.
5. Out-patient department 1 in each clinic room of the OPD.
6. Casualty and emergency 1:1 in each shift
7. Pediatric unit 1:2 beds.
8. And 30 percent leave reserve post of staff nurse should be maintained.

Duties and responsibilities

Direct patient care

1. Carry out procedures of admission and discharge of the patient.

2. Makes beds of serious patients and helps or guides students to make beds, by supplying
linen.
3. Maintains personal hygiene and comforts of the patient.
4. Attends to the nutritional needs of the patient and feeds the helpless patients.
5. Maintains clean and safe environment for the patients.
6. Implements and maintain ward policies and routines.
7. Co-ordinates patient care with other team members.
8. Take round with doctors.
9. Performs various technical tasks related to nursing care.
Ward/ unit management

Helps the ward in charge to carry out her/his work or act as ward in-charge During their absence.
1. Maintains general cleanliness of the ward the sanitary annexure.
2. Supervises the duties of group “D” employees and guides them and reports accordingly.
3. Writes the diet register and supervise the distribution of diet and report if any, necessary.
4. Maintains scheduled poisonous drug registers.
5. Supervises nursing care and other tasks carried out by the students.
6. Maintains duty room trays, sterilizes instruments and see that procedural trays are in
readiness.
7. Take over from duty nurse of the pervious, new and serious patients, instruments,supplies
drugs etc.
8. Maintain all the records.

Operation theater management

1. Maintains aseptic environment of the OT.

2. Autoclaving of articles, instruments, gloves, linen etc.
3. Receives patients from the ward intact for surgery.
4. Prepares anesthetic trolley and trolley for surgery, according to type and procedures.
5. Assist the surgeon and anesthetist in every step.
6. Indenting and procuring surgical instruments, drugs, gloves, suturing materials and O2,
N2,CO2 etc required for OT.
7. Maintain the records and reports.

Management of labour room

1. Preparation of expectant mother for aseptic safe delivery.

2. Conducts normal deliveries and reports.
3. Attends and assists the doctor in all obstetrical emergencies.
4. Attends and assists in difficult and abnormal deliveries.
5. Takes care of the newborn and pre-mature babies.
6. Maintains records and reports pertaining to labour room
7. Indent and procure necessary drugs supplies etc to labour room.

Management of post-operative/ICU/ burn uints.

1. Indent and procurement of all necessary equipments, drugs, oxygen cylinder which are
required for the unit.
2. Operates ECG, EEG, cardiac resuscitation etc.
 Psychiatric unit

1. Assists the doctors in admission and discharge of patients.

2. Prepares patient for ECT and other procedures, and therapies
3. Assist in management of aggressive patients.
4. Maintains record and reports of the units.

Educational function

Helps in orientation of new staff students.

1. Teaches and guides the domestic staff for handling bedpans, urinals etc.
2. Carries out health teaching for individual or group of patients.
3. Extends co-operation and participates in clinical teaching.
4. Provides for and demonstrates methods and procedure whenever needed.
5. Participates in in- service education programmes.
6. Assists and extends co-operation in medical and nursing research programme.

She/ he attend to any other work assigned by higher authorities.

SENIOR STAFF NURSE

Educational qualifications

1. General- as per staff nurse.

2. Professional: as prescribed for staff nurse.
3. Registration: INC
4. Experience: should have experience as staff nurse of not less than 5 years.

Standard norms

Since it is a first level nursing supervisory role which needs at least one senior staff nurse for five
staff nurses.(1:5)

Duties and responsibilities

Direct patient care

1. Ensures proper admission, discharge of patients.

2. Plans nursing care and makes patient assignments as per their nursing needs.
3. Assists in the direct care/provides direct care to patients as and when required.
4. Ensures safety, comfort and good personal hygiene of her/his patent.
5. Assists in planning and administration of the therapeutic diet to his/her patient.
6. Takes nursing rounds with the staff and students.
 7. Makes rounds with doctors, assisting them in diagnosis and treatment of patients.
8. Implements doctors instructions concerning patient treatment of patients.
9. Co-ordinates patient care with other departments.

Supervise and administration

1. Ensures safe and clean environment for the ward/ unit/ special department.
2. Makes duty and works assignments.
3. Indenting and procurement of ward supplies and equipments and keeps records.
4. Does regular inventory checking her/his ward unit.
5. Act as a liaison officer between staff and hospital administration.
6. Maintains good public relations
7. Maintains discipline among the personnel working in a particular ward.
8. Reports and medico-legal cases in the ward/unit.
9. Ensures that students get desired learning experience in the ward/unit.

Educational functions

1. Organizes orientation programme for new staff.

2. Organizes formal and informal ward teaching, conduct bedside clinic and demonstration.
3. Conducts ward conferences.
4. Guides in formulation of nursing care studies, and nursing care plans.
5. Helps in medical and nursing research.
6. Evaluate staff development programme in his/her ward/ units.

NURSING SUPERITENDENT GRADE II

Educational qualifications

1. General education: as prescribed for staff nurse.

2. Professional education: as per staff nurse.
3. Registration: as prescribed for staff nurse.
4. Experience: should have experience as senior staff nurse.

Standard norms

Since it is the second level nursing supervisory role, it needs at least the nursing superintendent
grade II for 3 senior staff nurse (1:3)

Duties and responsibilities

Patient care and ward/management

1. Organizes and plans nursing care activities of the floor accordingly to the hospitalpolicies
 and service needs.
2. Plans staffing pattern and other necessary requirements of her/his department.
3. Conducts and attends to the departmental and interdepartmental meetings/conferences
from time to time.
4. Makes regular rounds of his/her department.
5. Looks into the safety and general dealings of the department.
6. Receives report from the night supervisor or her/his departments.
7. Evaluates nature and quantum of care required in each unit/ward.
8. Plans ward management with each ward/unit.
9. Officiates in absence of nursing superintendent.
10. Helps ward/unit supervises to procure their ward/unit.

Educational function

1. Arranges classes and clinical teaching of nursing students in their department, related to
the specialty experience.
2. Implements the ward teaching programme and clinical experience of the students with the
help of doctors and nurses.
3. Does counseling and guidance of staff and students.
4. Arranges and conducts staff development programmes of his/her department.
5. Assists in planning for and participation in the training of auxiliary personnel.

NURSING SUPERITENDENT GRADE I

Educational qualifications

1. General: as prescribed for staff nurse.

2. Professional: as prescribed for staff nurse.
3. Registration: as prescribed for staff nurse.
4. Experience: should have experience as nursing superintendent grade II

Standard norms

There should be nursing superintendent Grade I for 200 bedded hospital, one nursingsuperin-
tendent Grade I for 2-4 nursing superintendent grade II

Duties and responsibilities

Nursing service

1. Participates in the formulation of the philosophy of the hospital in general and those
specific to the nursing roles
2. Determines goals, aims, objectives and policies of the nursing services.
3. Implements hospital policies and rules through various nursing services.
 4. Interviews and recruits nursing staff.
5. Assist in student’s selection and recruitment of other auxiliary staff whose duties are
related to nursing.
6. Ensures safe and efficient care rendered of other auxiliary staff whose duties are related
to nursing.
7. Makes regular visits in hospitals and wards.
8. Prepares duty roster, plans staff leave disturbs salary.
9. Gives counseling and guidance to the subordinate’s staff.
10. Maintains discipline among nurse and other auxiliary staff.
11. Initiates and participates in nursing research.
12. Investigates complaints and takes necessary steps.
13. Arranges student’s clinical experience and council examination.
14. Supervise guidance and controls of group “D” employees of the hospital.

General and office duties

1. Attends to general correspondence.

2. Maintains necessary records concerning the nursing staff, students, confidential reports
and health records etc.
3. Submits annual reports of the nursing personnel.
4. Maintains cordial relations with public and voluntary worker
NURSING TUTOR/ CLINICAL INSTRUCTOR

Nursing tutor in school of nursing, clinical instructor in college of nursingEdu-

cational qualification and experience

1. General: as prescribed for staff nurse.

2. Professional: B.Sc. Nursing (post-graduate)
3. Registration: INC.
4. Experience: should have experience as staff nurse not less than 5 year.

Standard norm

According to Indian nursing council.

Duties and responsibilities-

He/she is teacher in nursing school, responsible to the vice principle/principle of the nursing school
and responsible for planning and implementation of teaching programme and assists in administra-
tion of school of nursing.

Academic function

1. Responsible for planning and implementation of teaching programme.

2. Teaching subjects in the curriculum.
3. Overall supervision of clinical teaching programme of subjects in hospital/ community
health setting.
4. Conduct test and evaluation of student’s assignment and performance.
5. Preparing teaching materials and implementing it under the guidance of other teachers.
6. Helping the students with extra-curricular activities.
Administration and evaluation

1. Assisting in the administration of the school of nursing.

2. Supervision of student’s health, welfare and security.
3. Assisting the selection of students and administration.
4. Assisting in examination, tests.
5. Supervision of living conditions of students in the hostel.

PRINCIPAL , SCHOOL OF NURSING.

Educational qualification and experience

1. General: as prescribed for staff nurse.

2. Professional: master degree in nursing.
Or BSc. nursing (post- certificate).
3. Registration: INC.
4. Experience: should have experience in school of nursing not less than 5 year.

Standard norms

As per INC.

Duties and responsibilities.

Principle, the administrative head of the general nursing school will be responsible to themedical
superintendent or district surgeon of the hospital. Once the financial control of the school handed
over to the principal, he/she shall be directly responsible to the director of medicaleducation and
director of head and family welfare services. As the head of the school she/he will be responsible
for the smooth implementation of the INC syllabus and school administration.

Administrative

1. Advertising and calling candidates for nursing programme.

2. Scrutinizing applications, preparing merit list and calling for interview.
3. Conducting interview through the set-up committee and selecting candidates andin-
forming them.
4. Planning for orientation programme for new students and staff.
5. Carry out correspondence other departments, agencies, or individuals with otherde-
partments.
6. Maintains students records, admission register, results, registers master roll call for staff,
students and teachers etc.
7. Placing indents with the government for stationary, uniform for certain category of class
IV servants.
8. Holding meeting with teachers, staff of office, hostel staff, students and their committees.
 9. Working out the philosophy and objective of the institution.

Educational

1. Working out the syllabus and curriculum keeping within the frame-work laid down by
the Indian nursing council.
2. Contacting agencies, institutions for arranging field visits, clinical experience etc, so that
student can get the best possible experience in the area.
3. Maintain records of examination results.
4. Communicating to the council any relevant information regarding students.
5. Encourage teachers to experiment with newer methods of teaching and to find out newer
clinical areas which would provide the best possible exposure of students, to that area.
6. Issuing transcript to the students.

Miscellaneous

1. Encouraging faculity members to take up further studies, attend seminars workshops and
participate in professional activities.
2. Participating in activities of the professional organizations.
3. Encouraging students to actively participate in SNA activities and to join TNAI.
4. Meeting visitors and discussing issues, pertaining to school programme.
5. Meeting parents or guardians of the students when necessary.
6. Preparing for the co-operation with inspectors from the state level bodies.

LECTURER COLLEGE OF NURSING

Educational qualification

1. General: as prescribed for staff nurse.

2. Professional: MSc. Nursing.
3. Registration:INC

Standard norms

As per INC.

Duties and responsibilities.

Instruction
1. Identifies the needs of the learners in terms of the programme by utilizing the records of
previous experience, personal interviews, tests and observation.
2. Participate in the formulation and implementation of the philosophies and objectives of
the post.
3. Assist the learner in identifying their needs.
 4. Participates in evaluation of the curriculum.
5. Plans with the educational unit with nursing allied group.
6. Assist the learner in problem solving approach.
7. Prepares clear and concise reports.
8. Shares information about learner needs and achievements with others concerned.
9. Devices teaching methods appropriately devices.
10. Increase knowledge and curriculum area.

Guidance and counseling

1. Gives guidance within own field of competence.

2. Helps the learner to grow in self understanding.

Research

1. Assist in initiating and participating in studies for the improvement of educationalpro-

gramme.
2. Indentifies problems in which research is indicated or potentially desirable.
3. Make data available concerning learners and concerning methods of teaching andevalu-
ation.
4. Continue to develop competence in problem solving process.
5. Utilizes the findings of the research.

ASSISTANT PROFESSOR, COLLEGE OF NURSING

Educational qualification.

1. General: as prescribed for staff nurse.

2. Professional: MSc.( nursing) or PhD.
3. Registration: INC.
4. Experience: should have teaching experience in the college of nursing not less than 5
years.

Standard norms

As per INC.

Duties and responsibilities.

The assistant professor usally who works under professor and HOD/ of the particular departmentof
speciality and assists him in administration, teaching, guidance and counseling.

 Adminstartion
1. Participate in determination of educational purposes and policies.
 2. Utilizes opportunities through group action to initiate improvement of the educationalpro-
gramme.
3. Interprets educational philosophy and policies of others.
4. Directs the activities of staff working in the department.
 Help the learner to acquire desirable attitude, knowledge and skill.
 Evaluate learner’s progress
 Recording and reporting
 Investigating ways of improving teaching.
 Guidance.
 Counseling.
 Assisting in selection and promotion of learners.
 Research participation.

PROFESSOR, COLLEGE OF NURSING

Duties and responsibilities

The professor is overall in charge of the department and therefore responsible for administration,teaching
and guidance of the particular department.

Administration

1. Participate in determination of educational purposes and policies.

2. Contributes to the development and implementation of the philosophy and purposes ofthe total
educational programme.
3. Utilizes opportunities through group action to initiate improvement of the educationalpro-
gramme.

Instruction

1. Identifying needs of learners.

2. Identifies the needs of the learners in term of objectives of the programme by utilizing therecords
of previous experience, personal interviews, tests and observations.
3. Assist learners in identifying their needs.
4. Plans within the educational unit, with the nursing services and allied groups.

5. Evaluate the learner’s progress

 Recognizes individual differences in appraising the learner’s progress.

 Uses appropriate devices for evaluation.
 Participate in staff evaluation of learners’ progress.

Recording and reporting

 1. Maintains the uses adequate and accurate records.
2. Prepares and channels clear and concise reports.
3. Shares information about learner’s needs and achievements with other concerned withinstruc-
tion and guidance.
 Guidance
 Counseling
 Research.

PRINCIPLE COLLEGE OF NURSING

Educational qualification

1. General: as prescribed for staff nurse.

2. Professional: MSc. Nursing or PhD in nursing.
3. Teaching experience in college not less than 5 years.

Duties and responsibilities

1. Principal, college of nursing is the administrative head of the college of nursing, will be directly
responsible to the director of medical education/ director of health and family welfare services and
responsible for implementation and revision of curriculum for various courses, research activities
of the college of nursing.

Administration

1. Planning.
2. Developing philosophy and objective for educational programme.
3. Identifying the present needs related to educational programme.
4. Investigates, evaluate and secure resources.
5. Formulate plan of action.
6. Selects and organize learning experience.

Organizing

1. Determines the number of position and scope and responsibilities of each faculity andstaff.
2. Analyses the job to be done in term of needs of education programme.
3. Prepares the job description, indicates line of authority, responsibility in the relationship and
channels of communication by means of organizational chart and other methods.
4. Considers preparation, abilities and interest personality in equating responsibility.
5. Maintains a plan of work load among staff members.
 Recommends appointment and promotion based on qualification and experience ofthe
individual staff, scope of job and total staff composition.
1. Subscribes and encourages development aspects with the reference to welfare of staff
and students.
2. Directs activities of staff working under.
3. Provides adequate orientation of staff development.
4. Guides and encourages staff members in their job.
5. Creates involvement in designating educationally sound programme.
6. Maintains of attitude rightly acceptable to staff and learners.
7. Promotes staff participation in research.

Co-ordinates

1. Co-ordinates activities relating to the programme such as regular meeting, timesched-

ule, maintain effective communication.
2. Initiates ways of co-operation.

Controlling

1. Provides for continous follow-up and revision of education programme.

2. Maintains recognition of the educational programme by accrediting bodies, university
etc.
3. Maintains a comprehensive system of records.
4. Prepares, secures approval approval of and administrates the budget.

Instruction

1. Plans for participation in educational programmes for further staff development.

2. Participates as a teacher in the educational programme.

Guidance

1. Provide for systematic guidance programme for staff members and students.
2. Encourages studies, research and writing for publication.
3. Provides and maintains a programme for recruitment, selection and promotion of
students.

DIRECTOR OF NURSING

Duties and responsibilities

1. Leave.
2. Transfer of nursing personnel, student nurses from one school to another inconsul-
tation with superintendent of nursing services of the other section.
3. Promotion and postings.
 4. Appointments in consultation with superintendent of nursing services of othersec-
tions.
5. Reviews of confidential reports.
6. Correspondence with government and non-government institutions.
7. Educational programme.
8. Proposals to government.
9. Inspections.
10. Representing nursing interest on health committees.
11. Participating in health care planning.

PUBLIC HEALTH NURSE

Essential qualification

BSc. Degree in nursing from any university or institute or certificate in public health nursing
from any recognized institution.

Duties and responsibilities

1. To help in organisation of maternal and child health programme as a whole and in the
implementation of the special plan scheme, centrally sponsored and otherwise in par-
ticular like the immunization programme, training of traditional birth attendants and
their active involvement in MCH/FP work, prophylaxis against nutritional deficiency
disease, etc.
2. To promote health and nutrition education activities through the lady health visitors,
auxiliary nurse midwives by providing them with “taking point” and printed materials
produced by various agencies.
3. To ensure that the lady health visitors/ANMs/ female multipurpose workers etc.inte-
grated MCH, family planning and health and nutrition/ education in their day to day
activities.
4. To help in developing school health programme in the district.
5. To ensure regular supply of equipments, records, registers drugs, vaccines and other
sundries necessary for MCH work in the primary health centers and sub centers by
assisting storekeeper in procuring and distributing the supplies.
6. To ensure the maintance of prescribed records and submission of periodical progress
reports of MCH activities.
7. To help the statistical officer in the district family welfare bureau in compiling the
periodical progress reports of MCH activities.
8. To tour for a maintance of 15 days in a month and visit primary health centers, sub
centers, village dais, balwadi, anganwadi workers, mehla mandals etc. according to an
advance programme duty approved by the district medical officer/ district family wel-
fare officer.
BIBLIOGRAPHY

1. B.T. Basavathappa “nursing administration” first edition: 2002, Jaypee brothers medical
publishers, PP. 354.
2. Neelam kumari “management of nursing services and educational” first edition: 2009 PV
publishers, PP 169-175.
3. TNAI, “Nursing administration and management” first edition: 2007. PP 100-102.
www.google.com.