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From the desk of Adrianne E. Avillion, DEd, RN

Staff Development Weekly: Insight on Evidence-Based Practice in Education, April 22, 2011

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Editor's note: This feature is written by nursing staff development expert Adrianne E. Avillion, DEd, RN. Each week, Adrianne writes about an important issue in the area of staff development or answers reader questions. If you have a question for Adrianne, e-mail her at adrianne1@comcast.net.

The role of the proficient in nursing staff development

As part of our ongoing review of the levels of staff development expertise (based on Benner's 1984 clinical model), I would like to discuss some ideas regarding the role of the proficient in staff development.

Proficients have at least five years of experience in staff development. They perceive situations as whole rather than individual components and automatically perform staff development based on evidence-based practice (EBP). Proficients serve as mentors and are able to assume the role of chair of committees. They should pursue certification in nursing professional development and/or additional graduate level courses in education. They should be active in professional associations, be expected to submit articles for publication, and actively pursue the role of presenter at educational programs and conferences devoted to staff development (Avillion, 2011).

Here are some sample job description statements for proficients (Avillion, 2011):

• Coordinates and manages complex educational offerings based on organizational goals and objectives
• Uses and develops a variety of innovative teaching strategies and audiovisuals to facilitate the achievement of program objectives
• Gathers and analyzes evidence pertaining to reaction, learning, behavior, impact, and ROI levels of evaluation
• Serves as a member of designated nursing and organizational committees and serves as chair as appropriate
• Implements EBP in staff development in all staff development activities
• Is an active member of professional associations
• Submits articles for publication
• Submits abstracts for presentation at local and national conferences and conventions
• Assumes the role of mentor

Note how proficients are responsible for more sophisticated behaviors compared to competents (see last week's e-newsletter). They are responsible for independently performing all levels of evaluation and are expected to be actively involved in professional associations and to publish and present.

Next week, we'll look at some ideas for the role of experts in staff development.

References
ANA/NNSDO. (2010). Nursing Professional Development Scope & Standards of Practice. Silver Spring, MD: Authors.
Avillion, A. E. (2011). Professional Growth in Staff Development: Strategies for New and Experienced Educators. Danvers, MA: HCPro.
Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park, CA: Addison-Wesley.

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