Johnson Sue
Clinical Staff Development, Parkview Health System, Fort Wayne, Indiana 46805, USA.
J Nurses Staff Dev. 2002 Mar-Apr;18(2):92-102. doi: 10.1097/00124645-200203000-00008.
As staff development educators prepare themselves and their organizations for forthcoming healthcare challenges, educators influence the practice of staff development through the use of competencies. Because competencies and peer review are expectations for staff, educator competencies and educator professional review should be essential for those who train staff. Based upon the American Nurses Association Standards of Practice, National Nursing Staff Development Organization research, and Patricia Benner's work, competencies for educators reflect practice levels from novice to expert and challenge educators to attain levels of excellence in practice. Use of educator competencies includes the professional review process components of peer input, self-evaluation, and portfolio development. Portfolio development provides documentation of educator accomplishments for the organization. This approach to educator competencies serves as a strategy to position educators to meet healthcare demands and demonstrates leadership in the profession. The staff development educators at a large Midwestern health system have refined this process during the past 2 years, and their unique approach to educator competencies and professional review can benefit both individual educators and healthcare organizations now and in the future.
随着员工发展教育工作者为即将到来的医疗保健挑战做好自身及组织的准备，教育工作者通过运用能力来影响员工发展的实践。由于能力和同行评审是对员工的期望，教育工作者的能力和教育工作者专业评审对于培训员工的人来说应该至关重要。基于美国护士协会的实践标准、国家护理员工发展组织的研究以及帕特里夏·本纳的著作，教育工作者的能力反映了从新手到专家的实践水平，并促使教育工作者在实践中达到卓越水平。教育工作者能力的运用包括同行输入、自我评估和档案袋发展等专业评审过程组成部分。档案袋发展为组织提供了教育工作者成就的文件记录。这种教育工作者能力方法作为一种策略，使教育工作者能够满足医疗保健需求，并在该行业中展现领导力。中西部一家大型医疗系统的员工发展教育工作者在过去两年中完善了这一过程，他们独特的教育工作者能力和专业评审方法现在及未来都能使个体教育工作者和医疗保健组织受益。
