AN ASSIGNMENT ON

CLINICAL TEACHING
PROGRAMME

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 INDEX

SL TOPIC PAGE NO
N
O
1. Staff orientation, training, and development 3
2. Introduction 3
3. Staff orientation 3
4. Objectives of an orientation and training program 4
5. Orientation and training program 4
6. Staff development 5
7. Clinical teaching programmes 8
8. Conclusion 9
9. Bibliography 10

STAFF ORIENTATION, TRAINING, AND DEVELOPMENT

INTRODUCTION

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Obstetrics & Gynaecology is that branch of medicine concerned with the study of women’s
health and reproduction. The specialty encompasses medical, surgical and obstetrical and
gynaecologic knowledge and skills for the prevention, diagnosis and management of a broad
range of conditions affecting women's general and reproductive health. Specialists in
Obstetrics & Gynaecology provide clinical care and education in normal and complicated
Obstetrics & Gynaecology. They provide patient and family-centered care in a compassionate
and respectful fashion. They are committed to advancing the field through education at all
levels: undergraduate, postgraduate and continuing education. Specialists in Obstetrics &
Gynaecology are dedicated to advancing the science of the field through research.

STAFF ORIENTATION

Orientation or induction is the process of introducing new employees to an

organization, to their specific jobs & departments, and in some instances, to their community.
An orientation program principally conveys 3 types of information, namely:

a) General information about the daily work routine to be followed

b) A review of the organization’s history, founders, objectives, operations & products or
services, as well as how the employee’s job contributes to the organization’s needs.
c) A detailed presentation of the organization’s policies, work rules & employee benefits.

TOPICS COVERED IN ORIENTATION AND TARINING PROGRAMS

 Organizational Issues
 History of the employer
 Organization of employer
 Names & titles of key executives
 Employee’s title & department
 Layout of physical facilities
 Probationary period
 Product line or services provided
 Overview of production process
 Company policies & rules Disciplinary regulations
 Employee Handbooks
 SAFETY PROCEDURES & ENFORCEMENT

EMPLOYEE BENEFITS

 Pay Scale & Pay Days

 Vacations & leaves
 Rest Breaks
 Training & Development benefits
 Counselling
 Insurance Benefits
 Retirement program

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 Employer-provided services to employees

OBJECTIVES OF AN ORIENTATION AND TRAINING PROGRAM

 To welcome the new employee, relieve anxieties & make him/her free comfortable.
 To develop a rapport between the company & the new employees & make them feel part
of the organization as quickly as possible.
 To inspire the new employee with good attitude towards the organization & the job.
 To acquaint new employees with the organizational goals, history, management,
traditions, policies, departments, divisions, products & physical layouts.
 To communicate to new employees what is expected out of them, their responsibilities
and how they should handle themselves.
 To present the basic information the employee wants to know: rules & regulations,
benefits, paydays, procedures & general practices followed in the organization.
 To encourage the new employee to have an inquiring mind & assist him/her towards a
discipline effort in developing additional knowledge.
 To provide basic skills, terms & ideas of the business & help the new employee in
building effective human relations.

ORIENTATION AND TRAINING PROGRAM

An organization needs to make four strategic choices before designing its Orientation
Program. These include:

Type of Orientation Program Features/Hallmarks

1. Formal or Informal
2. Individual or Collective
3. Serial or Disjunctive
4. Investiture or Divestiture
In case of informal orientation, new recruits
are directly put on to the job are expected to
acclimatize themselves with the work
environment & the Organization.
In case of Formal Orientation, the
management provides a structured program.
The individual approach aims to develop far
less homogeneous views in individuals
about their respective jobs & is also likely to
preserve individual differences &
perspectives.
Collective Orientation aims to socialize
individuals with themselves & with the
organization as a whole.
A serial orientation is the one where an
experienced employee inducts a new hire.
When new hires do not have any
predecessors available to guide them or to
model their behavior in the organization, it
is known as disjunctive orientation.
Investiture Orientation seeks to ratify
(approve) the usefulness of the
characteristics that the person brings to the

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 new job.
Divestiture Orientation, seeks to make
minor modifications in the characteristic of
the new hire & this is done to so as to seek a
better fit between a new member & the
organization.

COMPONENTS OF A FORMAL ORIENTATION PROGRAM

 Organizational issues
 Employee benefits Special
 Introductions To
HR Anxiety
Placement
REPRESENTATIVE reduction
Seminars
Specific Job Locations &
duties

REQUISITES OF AN EFFECTIVE ORIENTATION PROGRAM

 To prepare new employees

 To determine information, which the new employees might want to know
 To determine how to present information
 Completion of paperwork.

EVALUATION OF ORIENTATION PROGRAM:

A systematic orientation program should have an evaluation & follow-up. To measure how
well the orientation program has met its objectives, the Hr manager may use:

 Testing or questionnaires
 The checklist
 Evaluation forms or opinions
 Discussions with immediate supervisors of newly oriented employees
 Formal or informal interviews during probationary periods or at the end of a month’s
employment.
 Exit or terminal interviews.

STAFF DEVELOPMENT

Staff development refers to all training and education provided by an employee to improve
the occupational and personal knowledge skills and attitudes of vested employees

Functions

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The main purpose of staff development is to provide educational activities for all nurses
employed by health care agencies directed towards change in behaviour related to role
expectations which build up on the individuals varying educational and experimental basis

Types

Staff development includes formal and informal , group and individual training and education

Staff development activities include the following

 Induction training
 Job orientation
 In-service education
 Continuing education
 Training for special functions-mgdt training, team building techniques etc

1.Induction training

It is a brief, standardized indoctrination to an agencies, philosophy, purpose, policies and

revolutions given to each worker during her or his first two or three days of employment
inorder to ensure his or her identification with agencies philosophies goals and norms

2.Orientation

An individualized training programme indented to acquaint a newly hired employee with job
responsibilities work place, clients and co workers

Purpose

 To reduce start up cost

 To reduce anxiety
 To reduce employee turn over
 To save time for supervisor an co workers
 To develop realistic job expectations, positive attitudes and job satisfaction

3.In service education

It is a planned instructional or training programme provided by an employing agency in the

employee setting and designed to increase competence in a specific areas

Types

Centralized approach

In nursing service department one department will hold the responsibility for improvement of
knowledge skills practice of the nursing staff

Decentralized approach

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This is planned for staffing members who worked together, giving care for clients with
similar conditions and share common nursing goals

Co ordinate or combined approach

There will be a central nursing in service education department consists of nurse in each
division, who holds leaderships responsibilities for staff development activities, whose time
is devoted fully for teaching learning situations

4. Continuing education

Continuing education in nursing consists of planned learning experiences beyond a basic

nursing educational programme. These experiences are designed to promote the development
of knowledge skills and attitudes for the enhancement of nursing practice, thus improving
health care to the public

Functions

 To meet health needs and public expectations

 Recruitment functions
 To improve communication
 To ensure the qualities of education
 To maintain academic standards

5.Training for special functions

a) Management training – this is a form of SD that is growing in popularity.

Management development is an educational as well as training activity. It occurs in a
situation that closely resembles the application of the required skills or knowledge to
maximize transfer of training
b) Organization development – this is a method for improving the process by which
employees interact to achieve organizational goals to feed back and disclosure

CLINICAL TEACHING PROGRAMMES

Clinical teaching workshops and courses are important for preceptor development. Most
nurses practitioners and midwives can become better clinical teachers when they are exposed
to information and teaching strategies for educating health science students.

CHARACTERISTICS OF EXPERT CLINICAL TEACHERS

 Competence
 A broad base of knowledge in their chosen field
 Respect for students and patients
 Accessibility and supportiveness
 Being well organized

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  Giving clear direction to students about what is expected
 Teaching in practical, engaging manner
 Providing frequent, nonthreatening feedback
 Teaching at the students level
 Continuously reflecting on their teaching successes and failures

TEACHERS REQUIREMENTS

 Clinical competence
 Familiarity with clinical environment
 Role clarification
 Understanding of the students individual differences

METHODS OF CLINICAL TEACHING

Case study

A case study is a research method common in nursing practice. It is based on an in depth

investigation of a single individual or group patients. It includes collecting data, analyzing
information and reporting the results.

Case method

It is an organizational mode for allocation of nursing staff in which one nurse is assigned
to provide total nursing care to one or more patients.

Grand rounds

Nursing grand rounds are ritual of nursing clinical education and inpatient care,
consisting of presenting the medical problems and treatment of a particular patient to an
audience consisting of instructors, tutors and nursing students.

Discussion and clinical conferences

It is a formal presentation and opposition of a specific motion.

Self directed learning

Self directed training includes the learner initiating the learning, making the decisions
about what training and development experiences will occur and how.

Clinical simulation

Clinical simulations are health care education procedures used to teach health care
students how to perform various tests and procedures. Clinical simulations allow health care
students to learn even when real patients are not available, and endangering patients lives in
the process of learning.

CLINICAL TEACHING CHALLENGES

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 Preceptors are pressured to see more patients in less time and worried about being
slowed down by students. It can be difficult to arrange additional examination rooms or call
rooms for learners. The atmosphere in the health facility may be chaotic and stressful, as
hospitals and practices merge, dissolve and change to survive.

Students face multiple stresses that affect their clinical experience, including time and
financial pressures, long commutes, juggling responsibilities for family, work and school,
insufficient time to study and for some, the role change from expert nurse to novice midwife
or APN.

Faculty in research intensive universities face increasing pressure to public and secure
research grants, leaving less time available to work with students and preceptors.

BENEFITS

 Problem solving skills

 Critical thinking skills
 Decision making ability
 Psychomotor skills enhancement
 Interpersonal skills development

CONCLUSION

Employee training is the responsibility of the organization. Employee development is a

shared responsibility of management and the individual employee. The responsibility of
management is to provide the right resources and an environment that supports the growth
and development needs of the individual employee.For employee training and development
to be successful, management should provide a well-crafted job description - it is the
foundation upon which employee training and development activities are built.

BIBLIOGRAPHY

Textbooks

1) B T Basavanthappa. Nursing administration. Ist edn. New Delhi: Jaypee brothers; 2000.
2) Joginder Vati. Principles and practice of Nursing Management and administration. 1st
edition. Jaypee publishers. Page no – 664- 678
3) Tabish S. A. Hospital and Nursing Home Planning, Organization and Management. New
Delhi. Jaypee brothers medical publishers, 2003. Page no: 213- 220.
4) Davis N, Lalour M. Health Information Technology. Missouri:Elsevier;2007.
5) Marquis B.L, Huston c.j, Leadership Roles and Management Functions in Nursing:
Theory and Application. Philadelphia: Lippincott; 2006.

WEB REFERANCE

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1) Function of nursing management- Nursing management- open access articles on nursing
management http://currentnursing.com/nursing_management/staffing_nursing_units.html
2) High power committee on nursing in India
http://nursingplanet.com/nr/blog6.php/2009/11/21/high_power_committee_nursing_india
3) Staff Inspection Unit
http://finmin.nic.in/the_ministry/dept_expenditure/staff_inspection_unit/index.html
4) Indian Nursing Council http://www.indiannursingcouncil.org/pdf/Resolution-circular-12-
03-2007.pdf
5) Staffing in nursing management http://www.scribd.com/doc/16245136/Staffing-in-
Nursing-Management
6) Staffing in the 21st Century: New Challenges and Strategic Opportunities
http://jom.sagepub.com/content/32/6/868.abstract.

MANIBA BHULA NURSING COLLEGE

BARDOLI

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 SUB : OBSTRATRIC AND GYNAECOLOGY
NURSING

TOPIC : CLINICAL TEACHING PROGRAMME

SUBMITED TO SUBMITED BY
MS HIRAL MISTRY MS TANDEL KINJAL I
HOD OF O.B.G. SYMSC (OBG)
DEPT; O.B.G. DEPT; O.B.G.
MBNC MBNC

DATE:

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