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Sample Answer for HRM 635 Week 5 Assignment: Training and Development Included After Question
A Sample Answer For the Assignment: HRM 635 Week 5 Assignment: Training and Development
Title: HRM 635 Week 5 Assignment: Training and Development
HRM 635 Week 5 Assignment Training and Development
The Goal of the Organization on Training and Development
As established earlier, the organization seeks to hire critical care nurses especially in Emergency Department (ED) and intensive care unit (ICU). Essentially, these areas of critical care require high specialization because in most cases they assist critically ill patients and those that sustain serious injuries to get special nursing care and medical care. As such, the objective of the organization in providing training and development is to help in building the capacity of ED and ICU nurses in the critical care handling of patients who are presented with various serious health care challenges. Fundamentally, critical care nurses are expected to be highly educated and skilled and be able to work alongside other health care providers to provide maximum patient care. Therefore, this training would be vital in improving safety and experience of the patients. Certainly, critical care nurses require specialist training to enable them work effectively in the critical care units such as ED and ICU.
Expected Changes after Training
This training is primarily aimed at helping critical care nurses to sustain professional competence. Therefore, after the training, nurses are expected to increase their proficiency in provision of evidence-based practice, recognizing patients with serious diseases, deliver the suitable treatment, monitor critically ill patients, and prepare their units to manage cases in an ideal and safe manner. Moreover, critical care units are often equipped with many machines and monitors to help in providing supportive care needed to extend the life of critically ill patients. Therefore, this training will be critical in advancing the knowledge of nurses in handling and maintaining these machines and monitors. Moreover, the training initiative is expected to optimize the usage of current physical capacity, help in
executing strategies to address critical care services demand, and to enhance flow of patients through critical care units.
Strategies Involved in the Training Exercise
The kind of training that will be used in this case is continuing professional education which is also referred as in-service training. According to Chaghari, Saffari, Ebadi & Ameryoun (2017), in-service training is a critical investment in nurturing and maintaining crucial competencies needed for best public health internationally. Consequently, active learning strategies would be used to provide training for critical care nurses. The strategies include;
Problem-based learning (PBL)
This technique is characterized by presentation of case to nurses and then allocating tasks that are used to find information. This technique is important in improving confidence and critical thinking in decision making.
This strategy facilitates the interaction between the critical care nurses on training and the facilitator. This interactive strategy is relatively outstanding for knowledge outcomes compared to informative lecture.
This strategy is characterized by utilization of formulated clinical cases that depict materials and questions. The use of case studies during training will enable nurses to work out work related solutions either independently or in a group. Case studies can also form a basis for critical projects in their training.
Point-of-Care (POC) technique
This technique ensures availability of necessary information required at the point of clinical care. POC is critical in improving the confidence and knowledge.
This strategy offers interventions for the teams that collaborate to provide care. For instance, in this case, it is a technique of training care nurses engaged as a team (Currey et al., 2015).
Regarding the expected outcomes, ensuring that these techniques are targeted to the objectives of the training and are conducted repeatedly may result in better training outcomes. It is recommended to conduct the training in the specific units of focus to portray a real-world practice. For instance, nurses working in ICU should be trained in an ICU setting to support pertinent and practical practice, which ultimately increases efficiency. Therefore, it is expected that the use of similar setting as workplace will increase skills acquisition and performance. It also expected that the use of multiple active learning strategies mentioned above would facilitate processing and application of the information in practice. Essentially, efficient techniques can inspire enhancement of knowledge and skill outcomes and even trigger behavioral changes in clinical practice.
These strategies have the potential of ensuring successful business results and enhancing employee performance in a number of ways. Foremost, these strategies characterize active learning. Active learning implies that nurses will engage with material, actively participate in training session, and work as a team. In turn, this active involvement enables them to demonstrate clinical processes, evaluate an argument, or apply the idea to real-clinical practice. Besides, these strategies also facilitate autonomy, creative, and critical thinking (Ul Huda, Ali, Nanji & Cassum, 2016). For instance, case-based problem solving exercise, POC, PBL, and interactive sessions are vital in developing analytical skills and learn how to use them in clinical practice. Moreover, the strategies can potentially increase motivation and performance among the critical care nurses.
Organizational Support for Training
This in-service training will primarily require a huge financial investment by the organization to support the continuous need for competence among the critical care nurses. Therefore, the organization should be ready to offer financial resources, human resources, and physical resources that can be used to facilitate successful training program. Most importantly, there is need to create a in-service training guideline to help in ensuring proper planning of the training, implementation, management, and follow-up. The guideline is crucial in provision of coordinated and quality training services and also ensuring a more sophisticated contribution to management of critical care capacity. Moreover, this training guideline will also seek to improve the quality of services given by the critical care nurses in the organization. This guideline can provide support to the new employees by ensuring that it captures the steps and processes that new employees should conform to while serving in the critical care unit. On the other hand, this guideline will certainly address strengths and weaknesses of the organization and possibly provide the best way forward dealing with weaknesses and how to tap more benefits that come along with strengths of organization.
Chaghari, M., Saffari, M., Ebadi, A., & Ameryoun, A. (2017). Empowering education: A new model for in-service training of nursing staff. Journal of Advances in Medical Education & Professionalism, 5(1), 26.
Currey, J., Eustace, P., Oldland, E., Glanville, D., & Story, I. (2015). Developing professional attributes in critical care nurses using Team-Based Learning. Nurse education in practice, 15(3), 232-238.
Ul Huda, S., Ali, T. S., Nanji, K., & Cassum, S. (2016). Perceptions of undergraduate nursing students regarding active learning strategies, and benefits of active learning. International Journal of Nursing Education, 8(4), 193-199.