Staff Development Department Research Articles

Brain injury disseminated intravascular coagulation and fibrinolysis syndrome in children.

Questions or comments regarding this article may be directed to the author at: Hermann Hospital, 1203 Ross Sterling Avenue, Houston, Texas 77030. Ms. Nelson is in the Staff Development Department at Hermann Hospital. Dr. Miner is in the Department of Surgery (Neurosurgery) at the University of Texas Medical School at Houston. The research described in this article was supported by NINCDS Grant #P01, NS14844–01A1.

Integration of the role of clinical nurse specialist.

The role of the Clinical Nurse Specialist has been difficult for health care systems to integrate because of the lack of clarity in role expectations between administration and the CNS. Clinical Specialists grouped in a Staff Development and Research Department with mutually negotiated expectations of accountability, responsibility, and authority are described as a method of role clarification with consultation/liaison as the process of role implementation.

Knowledge of Clinical Budget Helpful to Educators

From the Staff Development Department. Recorded at JONA's Third National Conference, available from Teach'em, Inc., 160 East Illinois St., Chicago, 1L 60611

Expectations for Staff Development Departments

Expectations for Staff Development Departments

A Program for the Prevention and Management of Disturbed Behavior

A hospitalwide program to assist staff with the prevention and management of disturbed behavior of patients has been in operation at St. Thomas Psychiatric Hospital since January 1974. The staff development department prepared a teaching package consisting of a videotape cassette and a workbook that describes ways to predict and prevent disturbed behavior and to deal with it physically if it occurs. A comparison of hospital statistics for 1974 and 1975 indicates that in 1975 there was a decrease in the incidence of disturbed behavior, of patient injuries, and of staff injuries directly related to patients, and in the total man-hours lost.

How the Brain Recognizes and Responds to Shock

* Teacher, Staff Development Department, Toronto General Hospital, Toronto, Canada. Founder of the Canadian Association of Neurological and Neurosurgical Nurses.

Organizing a staff development department: the Fort Logan Model.

The staff development department at the Fort Logan Mental Health Center in Denver was created to increase interdisciplinary coordination and participation in student- and continuing-education programs. A great deal of interdisciplinary competition was evident at the beginning. Eventually, continued interaction and expanding needs for members' skills eliminated most competition, and staff were able to learn from one another. Most of the staff now have multiple capabilities and are effective not only in teaching but also in systems intervention. The department's services include a preservice program, which is responsible for student and professional training programs; inservice- and continuing-education programs; and a consultation program.

A workable organizational model for staff development departments.

A workable organizational model for staff development departments.

Patterns of staff development.

O NE OF THE newest developments in hospitals is the emergence of a specialized department that is specifically commissioned and equipped to train personnel. At long last, hospital administrators recognize that our hospitals cannot exist without effective training programs when most of their employees lack appropriate skills before being hired. They are also beginning to view learning as a complicated process that requires the work of a professional educator. Effective teaching and learning techniques are as essential to education as medical instruments are to medicine. For the past five years I have participated in or observed the emergence of staff development departments for a number of state mental hospitals in Indiana. Through my own and others’ trial and error I have found that there are several ways to conduct an education program, any of which can succeed or fail depending on the situation. For example, in a centralized education department an adult educator or appropriately trained administrator-educator directs a teaching staff. He derives his authority from the support of his superintendent, and receives the necessary budget, personnel, equipment, supplies, and policy backing. The content of the training activities and the teaching methods to be used are formalized by the training staff, and the training is certified by central mental health authorities. Schedules are set up, and the staff are encouraged to pace their teaching accordingly. Whenever possible, those who learn and demonstrate new skills are rewarded by promotion and increases in salary. The centralized approach has several advan-

Organization development—the engineering side of behavioral science

Human Resource ManagementVolume 10, Issue 3 p. 26-32 Article Organization development—the engineering side of behavioral science Richard J. Mayer, Richard J. Mayer Richard J. Mayer is the manager of the Staff Development Department of Battelle, Pacific Northwest Laboratory (Battelle Northwest is one of four major complexes of the Battelle Memorial Institute). His responsibilities include organization development, manager development, continuing education and training and minority-race “affirmative action” education. Besides spearheading the OD program in Battelle, and acting as a “third party,” Mr. Mayer serves as an OD consultant to the Richland Drug Crisis Intervention Center and to 2 number of hospitals.Search for more papers by this author Richard J. Mayer, Richard J. Mayer Richard J. Mayer is the manager of the Staff Development Department of Battelle, Pacific Northwest Laboratory (Battelle Northwest is one of four major complexes of the Battelle Memorial Institute). His responsibilities include organization development, manager development, continuing education and training and minority-race “affirmative action” education. Besides spearheading the OD program in Battelle, and acting as a “third party,” Mr. Mayer serves as an OD consultant to the Richland Drug Crisis Intervention Center and to 2 number of hospitals.Search for more papers by this author First published: Autumn (Fall) 1971 https://doi.org/10.1002/hrm.3930100306 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume10, Issue3Autumn (Fall) 1971Pages 26-32 RelatedInformation