Improving Performance at High Hope Daycare Through Training and Development

by Herman Bailey | Dec 29, 2022 | Essays | 0 comments

*Introduction*

Day care is a good example of a small business. It is a business venture that generates profit according to its high demand. A daycare is where working parents without nannies can take their young ones during the day or night when they are at work. The caregivers at the daycare centers take care of the children by feeding, cleaning, and making sure they are at ease until their parents or guardian takes them. The most important thing is the safety and well-being of the children; therefore a daycare should be situated in an environment that is conducive to them. Most daycares are situated in schools where kids whose parents work late can stay until they are picked up during late hours. Most teachers and caregivers in those daycares are not properly trained for the specific job they are supposed to do. The director of High Hope daycare invited me to his business to provide training and consultation.
Employees should understand that even after obtaining a job opportunity in an organization, they should always be updated on new techniques and courses that will supplement their qualifications. By conducting a training program for his employees, the director will have more competitive workers that will operate efficiently, attracting more clients.

*Purpose / Agenda for the Training*

The purpose of this proposal is to train the staff on how to improve performance for The High Hope Daycare Services. This training will also help identify the challenges that the daycare director might face. This will help in the early prevention of obstacles by heading in the right direction. The training agenda will also include detecting the organizational gaps in this business and justifying its effects.

*Comprehensive Discussion on the Proposal Agenda*

*Key elements of training and development in improving the performance of High Hope Daycare*

Orientation is one of the key elements that the institution should engage in to commit new employees to their new jobs. Training and development programs recommend employees undergo orientation in their new workplace for preparation for the commitment to their work. Mentorship is also an element that a training program requires the daycare teachers to go through by being given advice and training by the old employees on the matters of organizational cultures to help in them in developing skills that will come in handy for the benefit the of the institution. Another key element is the job rotation program in small business. This is an effective way of making sure that in case of any market change in the day care business, the employees will be flexible to carry on with their duties in a different working position.
When the key elements are properly put into practice, the daycare will experience a very big change in terms of employee performance. This is because training will equip the caregivers with the necessary skills, making them do exactly what they are required to and hence improve performance (Shaw, 2018). Once the teachers understand their work in the institution, it will increase their job satisfaction, and will stay longer in the company not only to enjoy the benefits of working there but also to continue offering their qualified services to the institution. Shaw (2018) suggests that a training program should provide information and knowledge relevant to their jobs and meet their needs and expectations. Before the employer asked for my consultation for his daycare business, he first identified the needs of his employees. He made sure I successfully delivered a program that met the employees’ expectations.

*Challenges that the High Hope Daycare Director Might Face*

Managing people from different backgrounds and with different values in an institution can be challenging for many directors. It is recommended that they foresee the challenges and be ready to tackle them whenever they arise. As a small business consultant, I always advise my clients never to underestimate the staff performance management issue, no matter the institution’s size (Vinel, 2015). The daycare director should be able to ensure that the employees are working effectively in meeting the institution’s objectives. Here are some issues that the daycare management might face while addressing organizational performance.

*Maximizing Employee’s Performance*

Most managers strive to increase their output by maximizing their employees’ performance. This is not as easy as many small business owners might think. Making the existing skills, knowledge, and talents more productive for the benefit of an organization is a complicated task. This becomes more complex when the manager handles different projects with other companies (Vinel, 2015). As stated earlier, every challenge must have a solution or a way of dealing with it. Bruno Vinel used several processes in performance management that worked for him in his different teams. The managers should clearly outline the vision and the strategies put in place. He should communicate with the employees and make clear the objectives and what is needed to be done. He should plan and set the targets to be made and give out the initiatives for the strategies by enhancing feedback and learning

*Managing Millenial employers*

Daycare staff can be of different ages, ranging from young mothers to grandmothers. In such an institution with employers of a different generation, it is easier to handle the older ones compared to the young ones. The management should thoroughly address the millennial generation’s needs and avoid generalizing. Millennial workers pay attention to details and adapt easily to new strategies and plans. They are workers full of new ideas and usually need more feedback on every progress they make (Vinel, 2015). The existing managerial system may not fully cater to the highly educated young employees, which this can lead to low performance in their work.

*Performance Appraisals*

In my view, as consultant appraisals should be done now and then to evaluate current performance so that if any problems are identified, they can be dealt with within a short period. But instead, most organization review appraisals for a year backward, making mistakes hard to be quickly spotted. In order to avoid inefficiencies in employees’ performance the objectives to be reached should be well understood by the employees. They should be revisited every time to make every point clear.

*Justifying the effects of detecting organizational gaps in the daycare business*

An organizational gap analysis can be conducted to identify which organizational gaps are present in an institution. Since there are not much staff in the daycare, the analysis can be conducted on every staff as opposed to per department (Berman, 2018)). There are several organizations that are more likely to be present in a daycare setup; skill gap, performance gap, or communication gap. The skill gap is the difference between what the organization needs skilled employees and what the employees can provide. A performance gap occurs when the current performance of the workforce is different from the desired organization performance.
By detecting the present organizational gaps, the manager will be aware of the areas or departments which are underperforming and act quickly to provide a lasting solution. It also helps in realizing the company’s current status and how far it is from reaching its set goals (Berman, 2018). By detecting the gaps in high-hope daycare, the director will easily know whether the institution is working towards its vision.
After identifying the gaps, the manager should look at what could have caused them. For example, if the organizational gap present in the daycare is a performance gap, the director should find out what causes the underperformance (Berman, 2018). If the daycare can handle more than a hundred children according to the number of staff, but they can only manage half the number, and there are complaints from the parents on how their children are being treated. This can be caused by lack of skills from the employees and also luck of training on the new technology or equipment on handling the generation z children (Nordmeyer, 2018).
When the manager identifies gap and the causes, he should go ahead and come up with a strategy that will get the institution back on its feet and running and make it the best that people recommend for their children. Here is a competitive training strategy that will improve the position of the business in the market.

*Training Strategy*

This strategy is designed to meet the institution goal and help in addressing the issue of the organizational gaps detected. Training strategy offers information and knowledge that add value to the employees’ performance by improving employee skill set and prepare staff for the goal to be achieved (Root, 2018).

*Needs assessment*

For high hope daycare to know its internal needs, an assessment should be conducted which can be easily done by the manager because he has a better knowledge of the employees. The staff performance can be assessed by determining the efficiency dedication and turn over. Once the deficiency has been detected the next step is getting employee feedback (Leonard, 2018). The surveys to get employees feedback can be done privately by feeling a form and submitting it to the manager. By doing this the employees will be honest in giving their feedback even if it is negative hence obtaining accurate information.

*Other daycare services*

The director should learn from his competitors, what works and what does not work for them. Taking one or two tips from your competitors can be a business strategy that can maximize the institution profit.

*Agenda of training activities*

This area will point out on the main agenda that the training will be about. This is from the feedback that the employees have given and the deficiency seen in the care giving department as observed by the director. The first agenda of the training activities will to learn more on employee behavior. This includes sensitive matters such as sexual harassment at work and communication strategies (Root, 2018). The training on this will discuss how an employee is supposed to do once they experience sexual abuse at work, how to communicate effectively among employees clients and even the management in order to actualize the daycare gals and vision.
Another important agenda in the training activities is the employer performance strategy. This is a very important agenda to be discussed because it point outs on the performance of the employee which is contributing factor to the development of the institution. The feedback given by the employees the underperformance is brought by untrained daycare teachers who are not familiar with the latest technology and equipments in serving our clients (Root, 2018).

*Instructional strategies to be used*

They are different methods used in a training program to help participants master the delivered content. They include;
· Chunking- this involves presentation of information in small units, this helps the brain to organize the already learnt information to prevent overload. This is suitable for the elderly employees.
· Reciprocal Teaching – this is where by the participants master content then remind themselves by teaching one another. This helps one remember all the details of the lesson.
· Visual and graphic organizers- these include diagrams, tables, charts, videos and audios. This is a very good way to put emphasis on what has been taught (Connors, 2011).

*Details of the Training strategy proposal*

•  Training program will start from April 25th and will be on for two weeks.
•  All the employees of High Hope Daycare will be participating in this program.
• Employees to be informed about the training requirement
•  Provide training and writing materials for the participants
• After every training session ask for feedback about how it was and what they have learnt.
•  The training will take place in the school classrooms to avoid extra accommodation cost.
• There will a test for what has been learnt to see what the employees have captured.

*Reference*

Berman, C. (2018). *Organizational Gap Analysis*. *Smallbusiness.chron.com <Smallbusiness.chron.com>*. Retrieved 20 April 2018, from smallbusiness.chron.com/organizational-gap-analysis-70281.html
Connors, P. (2011). *Instructional Strategies for Effective Training Delivery*. *Hr.maricopa.edu <Hr.maricopa.edu>*. Retrieved 20 April 2018, from hr.maricopa.edu/sites/default/files/InstructionalStrategiesManual.pdf
Leonard, K. (2018). *How to Develop an Effective Training Strategy*. *Smallbusiness.chron.com <Smallbusiness.chron.com>*. Retrieved 20 April 2018, from smallbusiness.chron.com/develop-effective-training-strategy-17943.html
Nordmeyer, B. (2018). *How to Document a Performance Gap & Solution Strategy*. *Smallbusiness.chron.com <Smallbusiness.chron.com>*. Retrieved 20 April 2018, from smallbusiness.chron.com/document-performance-gap-solution-strategy-38612.html
Root, G. (2018). *Examples of a Training Strategy*. *Smallbusiness.chron.com <Smallbusiness.chron.com>*. Retrieved 20 April 2018, from smallbusiness.chron.com/examples-training-strategy-11474.html
Shaw, J. (2018). *Effects of Training on Employee Performance*. *Smallbusiness.chron.com <Smallbusiness.chron.com>*. Retrieved 20 April 2018, from smallbusiness.chron.com/effects-training-employee-performance-39737.html
Vinel, B. (2015). *5 challenges with organisational and employee performance*. *www.linkedin.com <www.linkedin.com>*. Retrieved 20 April 2018, from www.linkedin.com/pulse/5-challenges-organisational-employee-performance-bruno-vinel

Herman Bailey

With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.

Mary Magdalene and her relationship to Jesus Christ

by Herman Bailey | Dec 24, 2022 | Essays | 0 comments

Mary Magdalene, one of the religious women in Christianity, is often thought to be one of the most important women in the new testament after Mary, the mother of Jesus. She traveled to many places with Jesus as one of the disciples and followers. Two most important occasions emerge when examining the relationship between Jesus and Mary Magdalene. That is when they were with Jesus at the crucifixion and resurrection of Jesus.

Benedict (2007p.46) pointed out that the references of the gospel described her as brave and courageous and stood by Jesus in the hours of Jesus suffering, his death, and even beyond. The gospel elaborates on their first encounter when Jesus cleansed and liberated her from the seven demons. She becomes a follower of jess from there and later becomes very prominent during the sunset days of Jesus. When the Romans crucified Jesus, Mary Magdalene was there, ready and supporting Jesus in his last moments, and even mourned his death. Ehrman (2006) pointed out that she stayed with Jesus at the cross after the other male disciples had fled, except john the beloved. Furthermore, she was at the burial of Jesus and the only person to realize that Jesus had resurrected and finally to give a testimony of the central teaching of the faith.

It is very clear from the explanations of the gospels that Mary Magdalene loved Jesus greatly. Lüdemann (2004p. 227) pointed out in Luke 8:2-3 Jesus had just freed Mary Magdalene from the possession and bondage of seven devils; she followed him as one of the disciples, ministering to Jesus by her very own means. Furthermore, she was with Mary, the mother of Jesus, and other women when the crucifixion of Jesus was done (mark 15:40-41).

Philip et al. (2004p.96) observed that the gospel in john 20:11-18 elaborates that she was the first person to see Jesus’ resurrection after Jesus appeared to her, after tearfully searching for him. This forms the basis of the church’s reverence for her as the first witness of the risen Christ. From these passages, the relationship of Mary Magdalene with Jesus Christ is outlined well. Therefore conclusion cannot be made that she was a sinner in addition to being the wife of Jesus.

According to Ricci (1994), some apocryphal gospels written following the canonical gospels, except for the sections of the gospel of Thomas, claim that Mary Magdalene was the wife of Jesus Christ. The apocryphal gospels were mainly written to relay Gnostic teachings (Benedict, 2007). According to these gospels, they contain writings called the secret revelations about Jesus to his disciples after his resurrection, and Mariam, Marihamor Marianne is claimed to be the one who understood best the revelations. The second name of Magdalene only appears in a few excerpts of the writing. This explains why Mary Magdalene was the favorite disciple of Jesus, and this receives special revelations from him.

Ehrman, B. D. (2006p. 109) pointed out that according to the gospel of Thomas, pistils Sophia, dialogues of the savior, and the gospel of Mary, Mary Magdalene faced opposition from the apostles simply because she was a woman. This reflects the Gnostics’ negative attitude to Mary and the feminine as an important disciple. However, some people explain this opposition as an indication of the church’s attitude at that time against the women’s spiritual leadership as proposed by groups of that time. Still, none of this can be demonstrated (Lüdemann, 2004).

The opposition can be because of a conflict of the doctrines. Peter, in collaboration with other apostles against the ideas put forward by the Gnostic groups in the name of Mariam. Creating recourse to Mary was a means of justifying their ideas. Philip et al. (2004p.271) observed that in other apocryphal gospels like the gospel of Philip, this time Maria, a Gnosticism model, was cited with her original name, Magdalene, just because of her feminity. Ricci (1994) explains that in the discipleship of Christ, she was the spiritual symbol and formed a perfect union with Jesus.

Furthermore, a kiss between Mary and Jesus is spoken in this context to symbolize a union between them since the kiss was a form of the sacrament above and superior to the Eucharist and baptism. That is, if the context is understood in that way. The entire tone of the Gnostic writings is very foreign to any form of sexual implications.

Conclusion

In conclusion, the New Testament elaborates on the clear relationship between Mary and Jesus. The Gnostic scriptures are ill-intended. In fact, Mary Magdalene was a true disciple and a follower of Jesus who served him and was there for him even when the other apostles ran away.

 References

Benedict. (2007). Jesus, the Apostles, and the early church: General audiences, 15 March 2006-14 February 2007. San Francisco, CA: Ignatius Press.

Ehrman, B. D. (2006). Peter, Paul, and Mary Magdalene: The followers of Jesus in history and legend. Oxford: Oxford University Press.

Lüdemann, G. (2004). The resurrection of Christ: A historical inquiry. Amherst, NY: Prometheus Books.

Philip, ., Leloup, J.-Y., & Rowe, J. (2004). The gospel of Philip: Jesus, Mary Magdalene, and the gnosis of sacred union. Rochester, Vt: Inner Traditions.

Ricci, C. (1994). Mary Magdalene and many others: Women who followed Jesus. Minneapolis: Fortress Press.

Herman Bailey

With a student-centered approach, I create engaging and informative blog posts that tackle relevant topics for students. My content aims to equip students with the knowledge and tools they need to succeed academically and beyond.

Designing an Educational Program on Personal Protective Equipment for Nurses

by Herman Bailey | Dec 24, 2022 | Essays | 0 comments

Introduction

Teaching portfolio has been extensively used in education programs for nursing to help facilitate the teachers’ growth and document teaching effectiveness. Marilyn & Oermann (1999, p. 224) defined a portfolio as a compilation of carefully selected materials that describes the teaching activities of a faculty member in the clinical, classwork, and other settings. The paper aims to develop a portfolio related to the educational program’s design process and reflects on those experiences. This program portfolio is a completed framework for an education program designed and ready for implementation. King Fahad Central Hospital will be the venue where the program will be conducted, particularly targeting registered nurses. The plan will address objectives for all education sessions, content outline, teaching plan, and resources list with costing, evaluation strategies with evaluation tool prepared, reflection on the process you have undertaken, and finally, a conclusion.

Aims of the program

The program aims to enable the registered nurses at king Fahad Central Hospital to understand the rationale for Personal protective equipment, recognize the current PPE products and enhance their adherence to the recommended Personal protective equipment guidelines.

Objectives for all education sessions

Upon completion of this four-week program, the registered nurses of King Fahad Central Hospital will be able to:

1. Understand the relationship between the prevention of associated infections and personal protective equipment and
2. Understand the effectiveness of PPE
3. Be able to apply the involved steps in the effective use of PPE
4. Identify the factors that affect adherence to protocols for using Personal protective equipment

Content outline in detail

WEEK ONE

Module 1: Introduction to personal protective equipment

Presenter: Bashehab Omnia

Personal protective equipment (PPE) is equipment or clothing worn by an employee for protection against infectious materials. PPE worn by nurses prevents contact with the patient’s body fluid that has infectious or even infectious agents by creating a barrier between a healthcare worker and the potentially infectious materials (Pang, 2014). In a hospital, the components of PPE include goggles, face shields, eye protection, respirators, masks, head covers, shoe covers, gowns, and gloves (McDonald & Ness, 2015).

Wearing protective equipment for the body can considerably reduce health risks for nurses exposed to body fluids or blood. Employers must maintain and provide clean appropriate PPE and clothing to the employees free of charge (Dixon & Ong, 2014). Personal protective equipment must be available and accessible to nurses in appropriate sizes. It is also important for healthcare workers to know the type of PPE available and where it is stored. It is significant for registered nurses to protect themselves by donning a barrier between them and anything that is potentially infectious.

As described by CDC, PPE use is built to the description of all four precautions (airborne, droplet, contact, and standard). Therefore, PPE selection should consider the possibility of contacting infectious material through airborne pathogens, respiratory droplets, the anticipated volume of exposure, and splashes. This depends on the procedures performed by the nurses. Additionally, consideration should be given to whether the PPE protection is from exposure to healthcare workers, patient safety, or both (Department of Health, 2014).

PPE is most effective when selected appropriately, fitted properly, worn according to the manufacturer’s instructions, frequently inspected for integrity verification, and changed between patients.

According to Pellowe et al. (2004), the type of PPE chosen should be based on the reasonably anticipated events and procedures, such as:

• Body fluid or blood splash
• Contact with minimal bleeding/body substances/drainage
• Contact with a large amount of bleeding/body substances/drainage that is likely to soak through the area of contact
• Airborne pathogens
• Respiratory droplet pathogens

Outcomes

The learners will have understood the general information about PPE, like their importance, what they are, how to get them, procedures, and most PPE use in hospital settings.

Module 2: Types of PPE and when they should be used

Presenter: Bashehab Omnia

Outcome

The nurses shall understand the different types of PPE available in hospital settings, showing the visual images of the PPE and where they are used. They will be in a position to understand their importance.

WEEK TWO

Module 3: Respiratory protection

Healthcare workers or patients for pathogens transmission use respirators, masks, and powered air-purifying respirators (PAPRs). Examples of respiratory protection include the following:

1. Single-use disposable masks for precaution against droplets. Are used for suspected TB patients or patients with respiratory symptoms as part of hygiene
2. Disposable masks with eye shields are used by nurses when splatter or splash is anticipated. Both nurses and patients use them.
3. N-95 respirators are used by healthcare workers for airborne precautions, especially when caring for patients suspected or known to have pulmonary TB. They should be worn as instructed on the package of the product for maximum protection.
4. PAPRs are also used instead of or in addition to N-95 respirators as an airborne precaution (McDonald & Ness, 2015).

All the protection for respiratory should cover both nose and mouth and be securely fitted to prevent inhalation and exhalation of pathogens and to prevent fogging of the eyeglasses. Similarly, masks with strings should be tied securely to prevent them from coming loose during the procedure.

Outcome

As the nurses become aware of the importance of respirator protection, they will see the need to protect themselves and the patients at work from airborne infectious diseases.

Module 4: Head, hand, body, and foot protection

Masks

Face protection with an eyelid shield, mask, face shield, or goggles protects the mucous membrane of the nose, eye, and mouth during procedures that have the possibility of generating sprays and slashes or body flu or blood since mucous membranes are the second most route for the viruses transmitted through blood after invasive injuries.

Gloves

These are items used once by the nurses for invasive procedures on patients, which include the mucous membranes, contact with sterile sites, and other activities that carry the risk of blood exposure, infectious respired droplets or aerosols, and body fluids. Moreover, they should also be removed immediately when the nurses have finished offering caring services, and hands should be decontaminated after the glove have been removed. Lastly, gloves should be changed when soiled and not decontaminated or washed with alcohol products when performing the procedures.

Gowns and aprons

Gowns and aprons are also single-use items worn when in contact with equipment, material, or patients that pose contamination risk with body fluids or blood. Healthcare workers should ensure gowns are changed when it’s visibly soiled and are worn only for one episode of a patient or procedure only (Pellowe et al., 2014).

Footwear

The water repellent or wellington boots should be put on by the nurses when there is a likelihood of risk of body fluid/blood splashes, large amounts of spillages or leaks, and spillages such as oesophageal bleeds in theatre rooms. The following consideration should be taken into account if the footwear is required:

• Hands can be contaminated by pulling or touching the footwear after its surface has been contaminated during patient care.
• Removing footwear and standing in the same area will contaminate the feet. A dirty area for the removal of footwear should be secluded and clean where there is no contamination.
• Footwear should be used once, and if reused, the manufacturer’s instructions should d be followed (Pang, 2014).

Outcome

Nurses can now apply their knowledge to protect their heads, faces, body, and legs during work. They will know how to use the PPE for the head, body, and legs and their significance in a hospital setting.

WEEK THREE

Module 5: PPE rules to follow

1. Putting on PPE

The sequence below should be followed when putting on PPE:

• Decontaminate the hands before touching and wearing the PPE
• Put on plastic gowns or aprons
• Put on gloves (Dixon & Ong, 2014).

1. Removing PPE

To minimize cross/self-contamination risk, The PPE must be removed following the sequence below:

• Gloves first
• Gown/apron
• Respirator/mask when won
• Decontamination of the hand after PPE removal

Gowns and aprons should be removed from the body by pulling them away from the shoulders/face and rolling downwards to fold the contaminated surface inwards, only exposing the inner surface, which is clean.

Visors and masks should be removed by pulling securing devise or strings away from the sides of the face (Department of Health, 2014).

1. Disposing PPE

The PPE used by the nurses when providing their services to non-infectious patients can be disposed of in infectious or clinical waste streams or offensive waste. However, PPE used on infectious patients must be disposed of into clinical infectious waste streams for incineration.

1. Enhanced PPE

These must be used with patients of high risks, such as Ebola virus disease. These are updated continually and therefore have no specific guidelines and need expert guidance when they occur (Pellowe et al., 2004).

Outcomes

The nurses must know the proper ways of putting on and removing the PPE in the correct sequence and maintaining hygiene.

WEEK FOUR

Module 6: Summary

The nurses under training will recap what has been learned throughout the four-week training, discuss in groups, and ask questions as they prepare for the quiz at the end of the training.

Outcome

Recap everything learned throughout the four weeks using videos, class presentations, visual images, class discussions, tests, questioning, and pair-share discussions.

Quiz

This will be to test their understanding of the concepts taught during the training.

Teaching Plan

Resources List

Evaluation Strategies with Evaluation Tool Prepared

1. Observation

Formative peer observation helps improve teaching (Johnson, Mims-Cox, & Doyle-Nichols, 2006). On the other hand, summative peer observation involves assessing the effectiveness and efficiency of teaching used for tenancy in promoting teachers and the merit of decisions. Peer classroom observations are effective because they offer insights regarding improving the individual needs of the learners and improving teaching. Moreover, the teachers will gain new perspectives and ideas about teaching through observation from their colleagues. This will improve the ability to teach (Johnson, Mims-Cox, & Doyle-Nichols, 2006)

1. questioning

It is one of the evaluation methods used by teachers naturally daily in the classroom in testing whether the learners have understood, learned, and progressed ultimately against the defined learning objectives at the start of the session (Gravells, 2013).

1. Tests/ End week quizzes

These are undertaken while the students’ learning is taking place to improve the learning and teaching of the individual students. They are effective since they capture the student’s progress in a program or the institution (SQA, 2001). The test will be done weekly at the end of every training week. The sample test, which acts as an evaluation tool, is in Appendix 1

1. Professional discussion

It provides a holistic approach when conducting knowledge evaluation and understanding. The method is useful and effective in determining the performance of the candidate and also the candidate’s abilities in decision-making and analysis. SQA (2001) asserted that the professional discussion method is one of the best ways of testing the reliability and validity of the candidates’ evidence

1. Assignment/Final Quiz

This problem-solving exercise has a clear structure, guidelines, and specified length. According to Johnson, Mims-Cox, & Doyle-Nichols (2006), assignment is specifically suited to the learning outcomes evaluation concerned with the application of the learning skills and the knowledge and understanding related to a situation involving the management of tasks. The assignment is effective as an evaluation method since its development is relatively straightforward. It can also access a wide range of both practical and cognitive competencies. Furthermore, it provides the candidates with a good opportunity of demonstrating initiative. Lastly, Gravells (2013) stated that it could be used in integrating evaluation across units and outcomes.

1. Case study-

According to SQA (2014), it consists of an event description normally in a text, electronic recording, or a picture that concerns a real situation. The case study is followed by multiple instructions prompting the candidate to analyze the situation, identify core issues and make conclusions before making suggestions or decisions on the course of action. Case studies are effective as an evaluation tool since it provides good opportunities for nurse learners to exercise skills in decision-making and problem-solving during the training. Furthermore, it allows the nurses to demonstrate their skills in time management, information gathering, and analysis applicable in a hospital setting. A sample of a case study is in appendix 2

Reflection on the process

The detailed education program portfolio has been quite an experience for me in understanding how to organize a training program. I have learned that before any learning takes place, there should be aims and objectives that need to be met at the end of the learning process. I have also learned that content should be outlined and how it will be taught to the students to avoid giving too much or even giving out less information. This calls for proper planning in the form of a teaching plan. Similarly, resources must be recorded and priced accordingly for the training session to go smoothly. For instance, I understood that some essential items need to be put in place before proper learning can take place, such as a conducting learning environment in the form of the lecture hall, writing materials, and supporting materials such as instructional videos, charts, and handouts—lastly, food for energy to the students and the teachers.

The most significant factor in meeting the learners’ needs is understanding their learning requirements and needs. This has been my foundation for achievement in my evaluation practice, especially in the classroom environment. This program is planned to accommodate 24 registered nurses. Therefore I believe the evaluation strategy I chose for individual evaluation for every student will need an understanding of each need and support for them to achieve the set objectives. My evaluation will be effective since I will also use other multiple evaluation methods, such as observation and professional discussion, allowing the registered nurses to achieve maximally and holistically. Moreover, my evaluation practice will be effective because the way I planned for the education program will be to finish the training earlier to the satisfaction of the students.

However, as my training program is ambitious, certain areas need improvement. Enough resources are needed to meet the learners’ needs for each of the modules that will be taught. The first area that will need improvement is the development of new resources and the learning processes since the resources available are limited because of the limited budget.

Secondly, I need to improve on adopting online and digital methods of evaluations like e-evaluations. This is because of their reliability compared to other methods. Moreover, e-evaluation is easy to use where there are many learners. Moreover, it is easier to compare the evaluation results from different learners than using the observation method in conducting the evaluations. E-evaluation was not incorporated as an evaluation strategy because of limited resources, and the learning was interactive and involved the active participation of the nurses in attendance.

I also think I should involve my students more in the evaluation process and monitor their skill development and progress. This is because the learners are involved in the training. After all, they want to develop the knowledge and skills needed to complete their training course, get the skills, and then apply them in their places of work.

Conclusion

In conclusion, the paper presented a nursing education program that will be implemented for 24 registered nurses of King Fahad Central Hospital. The education plan majorly centered on PPE techniques. The education plan aims to enable the registered nurses at king Fahad Central Hospital to understand the rationale for Personal protective equipment, recognize the current PPE products and enhance their adherence to the recommended Personal protective equipment guidelines. The content will also be taught on PPE, with the teaching plan running for four weeks. The strategies of evaluation that will be applied include observation, case studies, questioning, tests and quizzes, and professional discussions. Finally, the paper presented personal reflection before concluding.

References

Department of Health,. (2014). Management of Hazard Group 4 Viral Haemorrhagic Fevers and Similar Human Infectious Diseases of High Consequence. Retrieved 22 June 2015, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/377143/VHF_guidance_document_updated_19112014.pdf

Dixon, J., & Ong, E. (2014). Clinical Management of Viral Hemorrhagic Fevers. Current Treatment Options In Infectious Diseases, 6(3), 245-255. doi:10.1007/s40506-014-0022-4

Gravells, A. (2013). The award in education and training. Los Angeles, California: SAGE.

Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, Calif: Sage Publications.

McDonald, M., & Ness, S. (2015). Infection Control – Nursing Continuing Education Course. Nursingceu.com. Retrieved 22 June 2015, from http://www.nursingceu.com/courses/485/index_nceu.html#ppe

Pang, V. (2014). How to use personal protective equipment. Nursingtimes.net. Retrieved 22 June 2015, from http://www.nursingtimes.net/how-to-use-personal-protective-equipment/5077659.article

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Appendices

Appendix 1

Sample test/Quiz

Question 1

A 12-year-old patient is brought to the hospital and has a day history of body aches, coughs, and fever and has stated that his friend has the flu. At the check-in desk, he is given a mask, instructed on how to cough with etiquette, and then taken to a private room to wait for an examination. He takes off the mask while inside the exam room and coughs actively while you walk in to assess him. What would you do?

[A] You never get sick, so you do not use any PPE

[B]only wear gloves since respiratory illnesses are normally transmitted by contact

[C] Perform hand hygiene and then wear eye protection and a mask since you will be with the coughing patient 3-6 feet during the assessment

Question2

You observe your co-worker looking quite ill and coughing when starting your shift. When you enquired how she was feeling, she answered that she would have stayed home from work but does not have any paid time off. Moreover, she would not like to inconvenience her co-workers by taking time off. What would you do?

[A]discuss with your colleague the possibility of her spreading her illness to patients and even other staff members, and it is good if she gets checked up

[B]disregard the sick co-worker because it is not your business

[c] Report to the manager or supervisor

[D] Both A and C

Question 3

According to CDC, what is the correct sequence for donning PPE?

1. Gown
2. Eye protection
3. Hand hygiene
4. Gloves
5. Respiratory protection

Question 4

According to CDC, what is the correct sequence for doffing PPE?

1. Eye protection
2. Hand hygiene
3. Respiratory protection
4. Gloves
5. Gown

Appendix 2

Mary is a nurse stationed in the GI procedure room and is making some preparation for an emergency endoscopy for a new patient having an active oesophageal bleed. The new patient is expected in the procedure room and is being stabilized in the emergency department. Mary reviews the PPE needed in this case and thinks the patient will be bleeding on arrival. What should Mary do?

Herman Bailey

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