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Relevant bibliographies by topics / School-based staff development

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Academic literature on the topic 'School-based staff development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School-based staff development"

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Stout, Robert T. "Staff Development Policy." education policy analysis archives 4 (February 17, 1996): 2. http://dx.doi.org/10.14507/epaa.v4n2.1996.

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It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice. In its current form it represents an imperfect consumer market in which "proof of purchase" substitutes for investment in either school improvement or individual development. A policy model based on investment in school improvement is shown, in which different assumptions about how to improve schools are linked to different alternatives for the design and implementation of staff development. These are argued to be based on an investment rather than consumption model.

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Oldroyd, David. "The Management of school‐based Staff Development at Priory School." British Journal of In-Service Education 11, no. 2 (March 1985): 82–90. http://dx.doi.org/10.1080/0305763850110204.

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Lomax, Pamela. "Managing staff development through school-based action research." Management in Education 13, no. 1 (February 1999): 5–6. http://dx.doi.org/10.1177/089202069901300102.

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Thillmann, Katja, Anabel Bach, Sebastian Wurster, and Felicitas Thiel. "School-based staff development in two federal states in Germany." International Journal of Educational Management 29, no. 6 (August 10, 2015): 714–34. http://dx.doi.org/10.1108/ijem-07-2014-0094.

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Tubin, Dorit, and David Chen. "School-Based Staff Development for Teaching within Computerized Learning Environments." Journal of Research on Technology in Education 34, no. 4 (June 2002): 517–29. http://dx.doi.org/10.1080/15391523.2002.10782365.

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Edmond, Nadia, and Nikki Hughes. "The Development of a School-based Approach to Staff Development for Study Support." Educational Review 52, no. 3 (November 2000): 249–57. http://dx.doi.org/10.1080/713664045.

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Dyer, T. J., and F. M. Elliott. "The development of a school-based psychotherapy service for adolescents." Psychiatric Bulletin 19, no. 1 (January 1995): 13–15. http://dx.doi.org/10.1192/pb.19.1.13.

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In this article we give an alternative view of service provision for adolescents with emotional difficulties centred around four high schools. We believe that the service we offer differs in a number of ways and has a number of benefits for clients and other pupils and staff at the schools. We present this view of our service with some information about its historical context and as a snapshot of the current state of the service in the expectation that there will be further developments.

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Downey, Ann M., Stephen J. Virgilio, Denise C. Serpas, Theresa A. Nicklas, Marian L. Arbeit, and Gerald S. Berenson. "“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention." Health Education 19, no. 2 (May 1988): 12–20. http://dx.doi.org/10.1080/00970050.1988.10610151.

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Downey, Ann M., Stephen J. Virgilio, Denise C. Serpas, Theresa A. Nicklas, Marian L. Arbeit, and Gerald S. Berenson. "“Heart Smart” - A Staff Development Model for a School-Based Cardiovascular Health Intervention." Health Education 19, no. 5 (November 1988): 64–71. http://dx.doi.org/10.1080/00970050.1988.10616059.

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Hillen, Stefanie A. "School Staff-centered School Development by Communicative Action: Working Methods for Creating Collective Responsibility - From the Idea to Action." Journal on Efficiency and Responsibility in Education and Science 13, no. 4 (December 22, 2020): 189–203. http://dx.doi.org/10.7160/eriesj.2020.130403.

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School development is often seen as a concerted (re-)action to educational policies, curriculum development, and change in education laws or regulations, and sometimes, as stakeholders’ reactions to low school performance. Generally, school development incorporates organizational, managerial, and educational activities and measures. This is done to adapt to the new situation to achieve the desired changes and goals initiated by a given curriculum reform. In contrast, this paper focuses on school staff–driven development: It describes how teachers together with paraprofessionals contribute to school-development. Using collective responsibility creating working methods of communication, the enactment of staff’s self-chosen measures will be possible. This school staff–driven school development approach makes use of the Dialogue Café and the reflection cycle. The combined use of these working methods is seen as appropriate support for school staff–centered development of the School-In project based on the idea of collective responsibility. The paper presents by the application of a qualitative content and visualization analysis, how the communicative action according to Habermas took place. This is the process from the individual participant’s ideas, through individual and group reflections to finally formulated measures that result in the school’s staff joint actions.

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Dissertations / Theses on the topic "School-based staff development"

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Ip, Chuen-chip. "A case study on teachers' perception of school-based staff development activities : implications for school development /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057982.

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Segers, Nelda Stanley. "Evaluating an alternative staff development component for prospective and practicing school-based leaders." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000021.

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Croos, Solomon. "A school-based staff development : an interactive approach to teacher practice and improvement." Thesis, University of Reading, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519861.

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Lee, Sha-lun Sheridan. "Hong Kong secondary school teachers' perception of peer observation : implications for school-based staff development programmes /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553835.

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Mak, Yiu-kwong. "School-based staff development : its policy formulation and implementation : a study of two secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034761.

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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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Zhu, Mila, and 朱米拉. "School-based staff development of Shanghai children's palaces: a case study of No.2 Children's Palace ofJinshan District." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177242.

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Although school-based teacher developmental activities have been launched for years in general education system, such comparatively systematic and effective work have yet been thoroughly adopted by most of the out-of-school educational institutions. Studies on Children’s Palaces education and school-based teacher development are extremely limited, not only because the overall management of out-of-school education system is not as complete as that of general education system, but also the features of Children’s Palace education made the study hard but more and more necessary. Guided by the theoretical framework of Lifelong Education and Professionalism Theory, the purpose of this dissertation aims at finding out the problems of the children's palace school-based staff development, and exploring reasons behind through analyzing quantitative and qualitative research data from the case study of No.2 Children’s Palace of Jinshan District, give recommendations so that teachers may gain more concrete benefit through the system of school-based teacher development. The questionnaire for quantitative research contains two parts. Part I contains questions about the need of teacher development in No.2 CP, and Part II contains question about perspectives and current situation concerning school-based teacher development in No.2 CP. After the quantitative approach and research data analysis, qualitative approach of follow-up interviews will be carried out. Synthesized data analysis aims at answering research questions such as current status of school-based teacher development in No.2 CP and mode and examples that might be drawn to inspire the school-based teacher development in Children’s Palaces in Shanghai.
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Burchett, E. Wayne. "Personnel perceptions of a collaborative school-based staff development approach: case study of three suburban public intermediate schools." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54772.

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Staff development of teachers has been a major topic in the literature over the past decade. The literature has pointed out the shortcomings of traditional staff development while suggesting that school-based staff development can better meet teachers’ needs in the future. Three suburban public intermediate schools entered into a collaborative approach to staff development in order to bring about a more school-based staff development program. The collaborative approach included a team of teachers and a principal from each school participating in a graduate level course together. One outcome of the course was long-range staff development plans developed by each team based on the needs of each individual school. The purpose of this study was to examine the efficacy of the collaborative school-based staff development approach in terms of the process, comparison to other intermediate schools, and the product (staff development plans). Seven research questions were answered in this study from the data generated by structured interviews of principals and teachers from the three collaborative schools and three similar noncollaborative intermediate schools as well as the staff development plans from the three collaborative schools. Findings from the study indicated that the process of the collaborative approach to school-based staff development was generally perceived as having much potential and favored over the traditional approach to staff development. Nevertheless, there was considerable dissatisfaction about the design and delivery of the course. Many recommendations for improvement of the collaborative approach were made by course organizers, principals, and teachers. There were both similarities and differences in the staff development programs in the collaborative schools as compared to noncollaborative intermediate schools as reported by both principals and teachers. Teachers reported similarities in staff development activities, communication, and strengths. Differences in perceptions included needs assessment, decision-making, and improvements needed. Principals reported the same similarities as teachers except strengths which were viewed differently. The nature of the staff development plans and their initial implementation varied from school to school. Case A focused on communication within the school and student organization. The plan was perceived as making a positive difference in both areas. Case B focused on orientation of new teachers to the building. Due to a boundary change, no new teachers were added to the staff and the staff development plan was not implemented. Case C focused on improving school climate with three specific emphases over three years: instructional technology, characteristics of the middle school student, and higher level thinking skills in under-achievers. The plan was perceived as making a positive difference in the school.
Ed. D.

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Melton, Dana Elizabeth Tharp Piveral Joyce. "Adaptation of the innovation configurations for school-based staff developers for the development of a measure of reading coach job performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6772.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 26, 2010). Thesis advisor: Dr. Joyce Piveral. Vita. Includes bibliographical references.

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Cooper-Jones, Claire Louise. "An evaluation of The Rochdale Autism Initiative (TRAIn), a training initiative for primary school staff, partially based on the Inclusion and Development Plan resources for autism." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-rochdale-autism-initiative-train-a-training-initiative-for-primary-school-staff-partially-based-on-the-inclusion-and-development-plan-resources-for-autism(94f82402-81e2-4399-b779-938791b6692f).html.

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An increasing number of pupils with autistic spectrum condition (ASC) are placed in mainstream schools. Accordingly, there is a need for staff in schools to be trained in how to educate and include this group of children. This was particularly apparent in the Local Authority in which this research took place, as no specialist provision for autism existed. The Service Manager for pupils with SEN in this Local Authority wished to promote the Inclusion and Development Plan (IDP) resources for autism as a tool for training staff in schools in supporting pupils with ASC, and asked the Educational Psychology Service to evaluate the effectiveness of the IDP initiative. Although the EP-researcher role was not initially envisaged to include a mentoring role, it was deemed necessary in order to ensure the engagement with and the sustainability of the training package. The resulting initiative, the IDP resources with the addition of a facilitator-mentor and the opportunity for group discussions, was given the title ‘The Rivertown Autism Initiative’ (TRAIn). The aim of this research was therefore to evaluate the implementation of TRAIn over a one-year period, particularly focussing on the views of those involved, with some more objective measures of impact on knowledge and understanding also included. Data collection involved the use of questionnaires, focus groups, assessments of knowledge and understanding of autism, and self-evaluations of knowledge of autism and adjustment to practice. Participants were 22 teaching assistants and 2 special educational needs co-ordinators. Twenty four participants completed the pre-training assessments and self evaluations, commenced the training initiative and attended a total of 12 monthly support/focus groups over approximately 6 months. The number completing the whole initiative including completing the post-training assessment and self-evaluations was reduced to 14. The assessments and self-evaluations were subjected to non-parametric testing to give a more objective measure of the impact of the training on participants’ knowledge of autism. Thematic analysis was carried out on the qualitative data, using Kolb’s theory of experiential learning as a basis on which to explore and illustrate the experiences of the participants. Results suggested that the training initiative was successful in that significant improvements were shown post-training in terms of the knowledge assessments and self-evaluations. The thematic analysis suggested that Kolb’s theory of experiential learning can be closely linked with Clarke and Hollingsworth’s model of teacher change and the interconnected model of teacher growth, with the addition of a more explicit link between ‘experiences’ of learners, and the ‘outcomes’ in terms of their own continuing professional development. Additionally, the analysis provided a list of suggestions for the planning of future training events, including flexibility around timing, employers allowing dedicated work time for CPD, opportunities for learners to come together, the provision of a mentor, practical and easy to use resources, varied teaching and learning styles, and an ethos of safety and security.

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Books on the topic "School-based staff development"

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Kenneth, Meyers. The principal and school-based staff development. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1992.

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Delaney, Peter. Primary school staff appraisal: School-based introduction and development. Harlow: Longman, 1989.

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Killion, Joellen. What works in the elementary school: Results-based staff development. Oxford, Ohio: National Staff Development Council, 2002.

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Killion, Joellen. What works in the high school: Results-based staff development. Oxford, Ohio: National Staff Development Council, 2002.

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Lipman, Peter. Formative evaluation of school-based staff development: Focused interviews in pilot schools. Scarborough, Ont: Program Dept., Research Centre, Scarborough Board of Education, 1991.

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Soule, Penelope P. Statewide survey of professional development needs of school-based staff, 1997-98. [Carson City]: Nevada Dept. of Education, 1998.

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Mmbaga, S. School-based curriculum and staff development for Tanzanian schools: A new approach to curriculum planning and development. Dar es Salaam, Tanzania: Press and Publicity Centre, 1985.

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Jenkins, Clive. School-based staff development: Matching provision to needs in a context of multiple change. Uxbridge: Brunel University, 1995.

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Killion, Joellen. What works in the middle: Results-based staff development. Oxford, Ohio: National Staff Development Council, 1999.

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Fred, Wood, ed. How to organize a school-based staff development program. Alexandria, VA: Association for Supervision and Curriculum Development, 1993.

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Book chapters on the topic "School-based staff development"

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Grootenboer, Peter. "Site-Based Staff Development Practices." In The Practices of School Middle Leadership, 155–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0768-3_8.

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Kerwood, Ben, and Simon Clements. "A Strategy for School-Based Staff Development." In Staff Development in The Secondary School, 209–28. Routledge, 2018. http://dx.doi.org/10.4324/9781351041263-10.

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Mitson, Ron. "Curriculum development and staff development at the Abraham Moss Centre." In School-Based Curriculum Development in Britain, 97–115. Routledge, 2018. http://dx.doi.org/10.4324/9780429454622-5.

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Hanko, Gerda. "A School-based In-service Response to Staff Development." In Staff Training and Special Educational Needs, 83–89. Routledge, 2018. http://dx.doi.org/10.4324/9780429489020-8.

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Ortiz, Aurelia, Maia K. Johnson, and Pascal P. Barreau. "A Culture of Healing." In Advances in Human Resources Management and Organizational Development, 140–69. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7016-6.ch008.

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The authors of this chapter contextualize terms such as individual trauma, collective trauma, and toxic stress; discuss how trauma impacts school environments; and propose steps to triage traumatic effects among faculty, staff, and students. Based on existing research and studies conducted by the authors of this chapter, strategies are introduced to help school leaders and teachers to overcome the effects of trauma and create a safe culture of healing during and after a traumatic event. While the context surrounding immediate trauma responses may default to macro-level discussions like violence, school shooting incidents, and school closures due to the COVID-19 pandemic, it is noteworthy to underscore less-publicized traumatic events such as adverse childhood experiences, adult workplace trauma, and collective organizational trauma. The authors provide case studies to help practitioners process organizational trauma scenarios.

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Jonas, Sarah. "After-School and Summer Enrichment Programs." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0015.

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Research has demonstrated that nonschool hours provide a powerful opportunity for community-based organizations to help children and schools reach their academic goals. For example, Reginald Clark says, “Youngsters who engage in constructive learning activities outside of school are more likely to excel in school and in life than those who do not. By participating in a well-rounded array of activities, they are able to practice and thoroughly learn skills required for academic success.” Based on this knowledge, The Children’s Aid Society (CAS) aims to integrate after-school and summer enrichment programs with classroom instruction through a model that both supports the school’s academic mission and promotes healthy youth development. The vast majority of students in CAS’s 10 community schools, which are located in New York City, struggle with basic skills; in addition, more than half are Spanish speakers grappling with English as a second language. Their parents, teachers, and principals look to after-school and summer programs to help address their needs. The challenge for CAS is to answer this call in a way that is fun and engaging for children and achievable for program staff. A crucial feature of high-quality after-school programs is balanced programming. In keeping with this concept, CAS after-school programs offer children an array of purely recreational activities (such as sports, dance, and visual and dramatic arts) along with academically enriching curricula that meet children’s developmental needs and align with school standards. However, having strong curricula is only the first step. Critical to program quality has been the creation of a support system that incorporates key members of the school community and ensures that curricula are presented clearly so as to be accessible to a range of staff. Simply being located in a community school does not guarantee that an after-school program will align with the school’s academic goals for children. Rather, we have achieved this by partnering with the principal and lead teachers for program planning, by choosing curricula that support the school’s academic goals for children, and by hiring a lead teacher or staff developer from the school to serve as the after-school education coordinator.

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Beaumont, Renae, Sharon Hinton, and Kate Sofronoff. "The Secret Agent Society." In Computer-Mediated Learning for Workforce Development, 22–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4111-0.ch002.

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In recent years, there has been a worldwide commitment to integrating technology into classrooms to train students in the computer skills they will need to be workforce ready. This chapter provides an overview of the Secret Agent Society – Whole of Class Project: a randomized controlled trial of a gaming-based social skills training curriculum that was conducted in Grade 5 classrooms throughout Australia. The chapter explores the content, structure, and delivery format of the social skills program, together with the design and implementation of an online teacher training course to accompany it. Teacher feedback on the online teacher training course is presented, together with recommendations for enhancing the design, implementation, and evaluation of future online professional development courses for school staff.

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Meyer-Peyton, Lore. "Elements of a Successful Distributed Learning Program." In Distance Learning Technologies, 82–90. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch007.

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Global connectivity has opened up a new dimension in education, namely, the concept of delivering education via technology to students who may never see their classmates or their instructor face to face. The typical school with its traditional classrooms does not exist in this new scenario, and many of the professionals responsible for developing distributed learning courses are new to the task. This chapter will guide the reader through the process of planning and implementing a distributed learning program. The model for this chapter is the distributed learning program provided by the Department of Defense Education Activity to schools serving the family members of U.S. military personnel at home and abroad. The DoDEA Electronic School (DES) offers sixteen courses to over six hundred students at 56 high schools in fourteen countries, spanning twelve time zones. The program has been in existence for over twelve years, evolving from a two-teacher program to a worldwide school headed by an administrative staff and employing 23 instructors and four technical support staff members. Courses currently available through the DES include seven advanced placement courses (Calculus AB and BC, Physics B, German, United States History, and Computer Science A and AB); five computer programming courses (Pascal I and II, Q-BASIC, Visual BASIC, and C++); economics; health; humanities; and science research seminar. In addition to offering student courses, the DES is in the process of adding an extensive staff development component. With teachers and staff based worldwide, the system can save a significant amount of travel money by providing staff development opportunities that are accessible at the local site. The DoDEA Electronic School grew up with technology. During those first years, students used an acoustic coupler and a telephone to call a central computer in the United States, where they accessed a text based conferencing program to communicate with their classmates and instructors. Today’s DES instructors develop their courses in Lotus Notes, and students can use either the Lotus Notes client or a Web browser. Domino servers at each school send and receive information via the Internet, resulting in efficient transfer of data. In today’s environment, rich with technology but short on hours in the day, there is no time afforded for the luxury of “evolving.” Professionals tasked with developing distributed learning programs for their organizations are given a staff, a budget and a mandate— and certainly a challenge. The goal of this chapter is to help those professionals meet the challenge by examining the key elements of a successful distributed learning program.

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Ristuccia, Joel M. "Creating Safe and Supportive Schools for Students Impacted by Traumatic Experience." In Supporting and Educating Traumatized Students, 253–64. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0017.

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Addressing the needs of students impacted by traumatic experience begins with the development of trauma sensitive school ecologies. This can be achieved by addressing student needs in four domains: competence, self-regulation, relationships, and physical health/well-being. The characteristics of a trauma sensitive school include: 1. Staff awareness of the impact of trauma on learning; 2. Safe school environments for students, including physical, emotional and social safety; 3. Connections between students and the school community; 4. Coordination of efforts among school based, home and community based resources; and 5. Flexible and innovative responses to student needs to reinforce students’ sense of safety, connection to school, and success in school. The Flexible Framework (FF) is a process tool that is used to develop safe and supportive (trauma sensitive) school ecologies by assessing current needs, supporting the brainstorming of needed initiatives, guiding the implementation of new initiatives, and coordinating school wide efforts.

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Shore, Rebecca Ann, and Debra Morris. "The Unconference." In Handbook of Research on Teacher Education and Professional Development, 356–66. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch019.

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This chapter traces a brief history of professional development (PD) in P-12 schools from the emergence of the National Staff Development Council (1978), now called Learning Forward, and reviews the evolution of evaluation models from Kirkpatrick (1959) to Guskey (2000). It then traces a brief history of learning theory from Behaviorism to Constructivism, and the impact of the evolving understanding of how we learn on changing professional development delivery. The authors share technological advances from the sciences that have influenced the design and delivery of learning and offer a brain-based approach for delivering PD. A recent phenomenon, the unconference, or EdCamp as some have been called, represents a constructivist approach to professional development which is more closely aligned with brain-based principles of how we learn. (Both authors planned, administered, and evaluated an EdCamp Professional Development day for a program of aspiring high school principals in the spring of 2015.)

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Conference papers on the topic "School-based staff development"

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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Yashchenko, A. S. "Improving organization of nursing activities in a medical organization providing specialized medical care." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0015.

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The most important part of the modern health care system is nursing. Nurses are a huge human resource with real potential opportunities in the context of modernizing the domestic healthcare. This article presents the results of a survey of nurses of the regional narcological dispensary. Analysis of a time-based study of the main types of functional responsibilities of outpatient nurses in the dispensary Department. This study may affect organizational activities of a specialized drug treatment nurse. The purpose of this study is to improve the organization of the nursing activities in a medical organization that provides specialized medical care. Proper organization of the nurses’ work contributes to high involvement in the treatment process, improving the quality of medical care, and motivation for active professional development. Effective professional activity of the nursing staff is aimed to meeting the needs of patients in affordable and acceptable medical care.

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