The Roles Chief Nursing Officers Play in the Provision of In-Service Education in Hospitals with Fewer Than 300 Beds

Abstract

The purpose of this study is to clarify the roles and role characteristics of chief nursing officers in the provision of in-service education in hospitals with fewer than 300 beds in which full-time education manager could not be assigned, and to consider the implications regarding in-service education. Data were collected using a semi-structured interview method from 15 chief nursing officers.
Content analysis for nursing education based on Berelson’s methodology was applied, and both individual and overall analyses were conducted. In the individual analysis, 345 recording units were extracted and in the overall analysis, 24 categories were created describing the roles of chief nursing officer in-service education, including a) communicating their intentions regarding in-service education to their subordinates, b) explaining the importance of in-service education to hospital executives, and c) searching for the right person to hire people involved in this education. The rate of agreement in category classification was greater than 70% according to the formula of W. A. Scott, indicating the reliability of the categories.
As a result of considering the 24 categories, the role characteristics of six items were clarified, including “I am involved in the planning, implementation, and evaluation of the training program myself and in teaching my subordinates specialized knowledge.” From these characteristics, we obtained suggestions for training that include five points as educational opportunities for chief nursing officers. These comprise clarification of vision for in-service education, as well as the acquisition of knowledge and skills needed for planning, implementing, and evaluating in-service training programs.