Sunday, November 4, 2007

This presentation is part of : Professional Development in the Clinical Setting
Implementation of a Professional Development Program (Clinical Ladder) and Lessons Learned
Connie Scott, MS, RN, CNAA, Administration, Blessing Hospital, Quincy, IL, USA and Ann O'Sullivan, RN, MSN, CNA, Blessing-Rieman College of Nursing, Quincy, IL, USA.
Learning Objective #1: analyze the implementation of a multidisciplinary professional development program.
Learning Objective #2: discuss the lessons learned from implementation of a professional development program in three phases.

Professional development programs are making resurgence with the increase in hospitals seeking Magnet status and as a major strategy for recruitment and retention. A successful program needs the involvement and participation of staff during the development and implementation stages. Patricia Benner's model of novice to expert was chosen as the theoretical framework to develop the PRIDE (Promoting and Recognizing Individual Development and Excellence) program at Blessing Hospital.
The program was implemented in three phases because it was developed to be utilized in all clinical and support departments.  Implementation began in March 2006 in the nursing, radiology, laboratory and housekeeping departments and the first applications for advancement were received in December 2006. As with any new program implementation there are many lessons learned that are utilized to assist with future department rollouts and to enhance the program for the current participants.   
The implementation process began with education of all key stakeholders using several educational methods.  Key stakeholders for the program included staff at all levels, supervisors, managers, and administration.  Coaching and an “open line” for program questions was a key component in the first year of the program. On-line availability of program content and application guidelines made the program information readily accessible to front line nursing staff. Frequent articles in internal nursing newsletters kept the program in front-line staff’s radar.

The evaluation process began when the first advancement year was complete.  A review of the mission and vision and implementation strategies was done.  Feedback was sought from the initial applicants.