Improving Patient and Staff Satisfaction Through Nursing Discussion

Improving Patient and Staff Satisfaction through Nursing Staff Professional Development and Training

Introduction

According to Hayward & Wilkinson (2017), there is a general shortage of nurses around the world. Therefore, the provision of training and development opportunities for the available nurses is paramount to ensuring that the service they provide is sufficient and effective (Hayward & Wilkinson, 2017). From my experience, employers do not present sufficient opportunities to nurses for career advancement and professional development purposes. This contributes to the negative perception of such programs by nursing professionals. It is important for nursing leaders and nurses to understand the role played by staff professional development and training programs in improving patient and staff satisfaction levels. This project paper will intervene by changing the negative attitudes held towards these programs by drawing a relationship between the programs, quality of healthcare, and the staff and patient satisfaction rates. A plan will be laid out for the proposed intervention, which is a professional development or training program. It will be developed and designed to gauge the effectiveness of the program as well as its role in improving the attitudes of nursing professionals towards the training and professional development programs. This project will address the relevant QSEN competency that was chosen (quality). Eventually, the plan will be implemented, and its effectiveness evaluated and reflected upon. A conclusion will then be drawn from the findings.

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Assessment of the Problem
Identification of the Problem

The process that led to the identification of the problem was my virtual experience as a nursing professional. From my numerous encounters with other nursing professionals, I had the opportunity to acquire some information on the attitudes that nursing professionals hold towards training and professional development programs. Most nursing professionals had negative perceptions about these programs. From these observations, I concluded that there was a need to improve staff and staff satisfaction through professional development and training programs. The general attitude towards professional development and training programs was one of the determinants of the success or effectiveness of such programs, and I noted this as an issue that needed to be addressed.

Review of Relevant Literature

From different research studies, one can tell that continuous education is important for nurses because nurses with various educational backgrounds are allowed to apply the skills and knowledge that they acquired over time for efficient nursing practice (Butterworth et al., 2017). Continuous education ensures that nurses provide safe and up-to-date patient care. However, some challenges limit the actualization of this purpose. They include inadequate time, shortage of staff, personal commitments, patient safety issues, lack of interest from the nursing staff, lack of managerial support, and lack of integration of training programs with other components of the healthcare system (Butterworth et al., 2017).

The existence of such issues is a limitation to the progression of the knowledge and skills of nursing professionals via educational and training programs. According to Hayward & Wilkinson (2017), the shortage of staff is one of the main issues that needs to be addressed to improve staff and patient satisfaction. This project aims at increasing the competency of the existing nursing staff to help them cope with such shortages. These programs will also increase employee satisfaction among the nursing professionals to help improve employee retention rates and hence prevent staff shortage. It is the role of the management to ensure that they organize strategies to address employee retention and recruitment in the institution. The management must also ensure that training and educational programs are organized for the nursing staff to ensure that they acquire sufficient skills and knowledge to increase patient and staff satisfaction. Such programs are like investments for any institution because they all require time and money for them to be actualized. However, these programs increase the employee retention rate of the institution.

According to Hayward & Wilkinson (2017), an employee survey carried out by the Royal College of Nursing in 2013 found that very few respondents acknowledged that their employers provided them with enough professional development opportunities. A smaller portion of the respondents was not convinced that their employers would set time aside to provide them with professional development or educational training. The results of this survey indicate that there is a need for nursing leaders to acknowledge the need for professional development and training programs (Hayward & Wilkinson, 2017). This is because these opportunities to enhance their careers determine the employee retention rate of an institution, their career goals, expectations, and professional development needs (Hayward & Wilkinson, 2017). Creating a balance of such factors in an institution increases the chances of achieving better rates of patient and staff satisfaction.

A study conducted by Scerri & Scerri (2019) concluded that training programs are efficient for improving the nursing knowledge, confidence, and attitudes at the workplace. The success of such training programs is dependent on any pretraining programs offered and the intensity of the training programs (Scerri & Scerri, 2019). This indicates that the more training programs that a nursing professional is exposed to, the higher the chances of developing better nursing competency. This study emphasized the role that training programs have on staff outcomes.

In their study, Jankowska‐Polańska & Krówczyńska (2020), found that nurses require proper education and training programs to be in a position to teach patients diagnosed with heart failure about their conditions. Teaching heart failure patients how to observe adverse conditions at home, treatments, aims, and adverse effects of medications they are taking improved patient outcomes. Better patient outcomes result in better patient and staff satisfaction rates. Therefore, this study proved the importance of professional development and training programs in the improvement of service delivery.

Today, several technological developments enable the conduction of professional development and training programs on various platforms (Cheng et al., 2019). The COVID-19 situation is an example of how technology can be utilized to conduct training programs virtually. Mobile training platforms are one of the many options that exist in terms of training platforms for virtual sessions (Cheng et al., 2019). If time or location is ever a limitation, such platforms may come in handy. Professional development and training programs are more flexible and adjustable today than ever before. Therefore, this technological advantage may help tackle several limitations.

Planning

Overview of my project proposal

My project proposal’s purpose is to address the nursing staff’s negative perceptions of continuing education by making education accessible, fun, and interesting to nurses. This project seeks to address the issue of increasing negative perceptions of continuing education among nursing professionals. The effort put in by nursing managers to help involve nursing professionals in continuing education programs has proven ineffective. Therefore, a different approach is required. The major QSEN competency to be applied is quality improvement. This project will be conducted on an online platform. The outcome measures of this project will be the percentage of patients stating improved satisfaction with their care and the number of nursing professionals participating in the new staff development and training process. The process measures will be the percentage of improved feedback from clients, the number of nurses participating in the new staff development and training process, and the number of fellow nursing professionals stating improved motivation in a survey. The balancing measures will be the hours needed to complete continuing education, the time needed to survey clients and staff, and the daily job satisfaction of fellow nursing professionals on a scale of 1-5. Various strategies or activities will be used to achieve the project’s goal and objectives, as stated in the proposal (refer to Appendix A).

Summary of the IHI Model of Improvement

The Institute for Healthcare Improvement (IHI) Model of Improvement is a framework that guides the improvement of practice. This framework is used together with other initially implemented change models that organizations may already be using to help accelerate the change process. The IHI Model for Improvement is implemented by setting goals on what the organization wants to accomplish. The change managers will then set outcome, performance, and balance measures to help determine the changes that indicate an improvement (IHI, n.d.). This will be followed by the implementation of the Plan Do Study Act (PDSA) cycle, which enables the change managers to implement the changes and determine their effectiveness (IHI, n.d.). In case the changes made are ineffective, then the change managers will go back to the drawing board to reevaluate their goals. This cycle continues until there is an improvement, and the goals of the change process are achieved (IHI, n.d.).

Project Development and Design Strategies

During the development and design phase of this project, three factors were considered: the reputable resources to help identify the appropriate approach for the development and implementation of the project, ethical considerations, and cultural considerations.

Resources

During the design and development phase of this project, a goal was formulated to help determine what the project was trying to accomplish. The purpose of this project was to change the staff’s negative perceptions of continuing education to make education accessible, fun, and interesting to nurses (see appendix A). This purpose was formulated from the observations and information gathered from primary and secondary sources that supported the need for changing the attitudes of the nursing professionals towards continuing education through training and professional programs. According to Balevre et al. (2018) and Butterworth et al. (2017), well planned and implemented training and professional development programs are effective in the successful implementation of change.

After a purpose was selected, specific outcome, process, and balance measures were selected to determine what changes will be identified as an improvement. The primary research articles by Blood & LaFond (2016) and Ameryoun et al. (2017) were instrumental in this process. The strategies and activities for this project were then selected. This process was supported by evidence from the study conducted by Cheng et al. (2019). This study suggested that the use of an online platform will be an effective method in the implementation of the project. These strategies and activities were tailored to the factors that affect the effectiveness of continuous education programs that were stated by Julian & Ruiz (2020).

Specific sites, participants, and dates were then selected for the implementation of the project during the planning phase of the PDSA cycle. The project was then implemented using the basic knowledge about professional nursing training programs that were obtained from the publication by Berry & Smith (2018). The research was then conducted to identify relevant and reputable research articles that would help create a base for the project. Relevant evidence-based information was also gathered on ways to improve staff and patient satisfaction along with its benefits (Fukada 2018) and the challenges of the entire process (Glasper, 2018). The action part of the project was spearheaded by the benefits of a nurse’s continuous education as the article provided a good overview of the benefits of nurses Fukada (2018). According to a research study conducted by Jankowska‐Polańska & Krówczyńska (2020), nursing education provides better patient outcomes. Hayward & Wilkinson (2017) supports the improvement of job satisfaction levels and employee retention at facilities where employers organize continuous education programs for their employees.

Ethical Considerations

The key provision of the ANA Code of Ethics from the American Nurses Association (2015) that will be amplified in the project will be provision 7. It states, “The nurse, in all roles and settings, advances the profession through research and scholarly inquiry, professional standards development, and the generation of both nursing and health policy” (ANA, 2015). This provision states that it is the responsibility of nurses to advance their profession through active involvement in various activities in nursing and healthcare. Faking up an active role in leadership, mentoring fellow nurses, and volunteering to serve in committees that exist in the workplace. Nurses may also take part in civic activities such as initiatives that aim at improving the lives and service provision to different people (Nursing World, 2010). Nurses are also tasked with the responsibility of implementing, maintaing and developing professional standards that exist in education, clinical practices, or in the administration of healthcare facilities (Nursing World, 2010). Nurses are also expected to advance their education as a way of helping improve the experiences of other healthcare professionals and their clients.

Cultural Considerations

It is the responsibility of nurses to be considerate of the culture of their clients, colleagues, and their environment. In this case, the culture of the participants of the project will be considered. The achievement of cultural competency will facilitate the success of the project through the achievement of the project’s objectives. Additionally, the nurses will be trained on how to be culturally sensitive at the workplace because cultural competency affects their nursing practice. Cultural sensitivity can facilitate quality improvement (Burke, n.d.).

Nursing professionals are also expected to adhere to the workplace culture, which are set regulations that help guide the interactions between and among different nursing professionals at the workplace. The entire project will be based on the workplace policies of the participants of this project. None of the participants will have to go against their workplace policy when they take part in this project.

QSEN Competency: Quality Improvement

According to the QSEN Institute (2013), quality improvement is “using data to monitor the outcomes of care processes and using improvement methods to design and test changes to continuously improve the quality and safety of health care systems.” This project promotes quality improvement competency in terms of attitudes. The project will promote quality improvement by helping the nursing professionals appreciate the role that continuous education plays in their daily healthcare practice (QSEN Institute 2013). The project will also help the participants value the role of ethics in quality improvement. The nursing professional participants will also appreciate the effort of teams and individuals towards the improvement of care (QSEN Institute, 2013).

Envisioning Implementation

Strategies to Implement the Project

To address the issue of increasing negative perceptions of continuing education among nursing professionals, the following strategies were implemented: The conduction of research to identify reputable primary and secondary articles, the identification of research articles that were relevant to the study, an evaluation survey was conducted to help spread the word and determine the opinions of nursing personnel on the study that was about to be conducted, the conduction of a pre-training survey, the development of a suitable training program, educating the participants of the study, implementation of the training program, a post-training survey, the evaluation of the effectiveness of the program, and the conduction of follow-up training programs were developed.

Facilitators that made the Project Work

The facilitators that contributed to this project were categorized as internal and external facilitators. The internal facilitators were the nursing professionals, the patients, and other healthcare professionals. The nursing professionals were directly involved in the research study because they were the demographic that was studied. Some nursing professionals also took part in the development and implementation of the training program for this research study. The patients were also involved directly because patient outcomes were used to determine an improvement in the services offered by nurses. Other healthcare professionals allowed the conduction of this research study by filling in for the nurses who participated in this study. The external facilitators for this research study were hospital management and other hospital staff. The hospital management granted permission for the conduction of the research study. This was an important part of the ethical section of the research. The other hospital staff accommodated the entire training program in the hospital.

Actual or Perceived Barriers or Challenges during Project Implementation and Strategies to Overcome them

The biggest challenge encountered during the implementation of the project was difficulty in finding nurses who were willing to participate in the research study. Another challenge was the dropout rate of the nurses during the training program. These challenges can be overcome by the inclusion of rewards or incentives e.g. credit hours, nurse recognitions, and promotions, when recruiting participants and during the program implementation. This strategy is effective because it will encourage nursing professionals to volunteer as participants. It will also come in handy when conducting other surveys because of the pleasant experience provided by the previous research study to be experienced by everyone.

Improving Patient and Staff Satisfaction Through Nursing Discussion

Evaluation

The aims and measures of this project will be evaluated by the conduction of a post-training survey. Both nursing professionals and patients will take an active role in this survey. Additionally, some of the other healthcare professionals will be involved to help determine any positive changes in the experience of working with the nurses after they underwent the training program. The data collected during this survey will help determine the percentage of patients who experience improved satisfaction, the number of nursing professionals that are willing to participate in training and development processes, and increased motivation among the nursing professionals.

The IHI Model of Improvement PDSA framework informed this project by guiding how to improve practice (IHI, n.d.). This change model provided sufficient theoretical background that helped implement change in the nursing professionals’ attitudes towards training and development programs. Through the IHI Model of Improvement, the goals for this project were set. This helped us determine what we wanted to accomplish. We also set outcome, performance, and balance measures that helped determine the changes in the attitudes of the nursing professionals (IHI, n.d.). The PDSA cycle helped implement changes and measure their effectiveness. In the event no improvement will be detected, the PDSA cycle will come in handy in making changes to the change cycle that will help achieve the expected goals.

Reflection

The project was implemented sufficiently. However, the recruitment of participants will be done differently next time. Since the nursing professionals already had a negative attitude towards such training programs, the best thing to do was to make use of incentives that will encourage them to take part in the program.

According to Balevre et al. (2018) and Butterworth et al. (2017), well-planned and implemented training and professional development programs are effective in the successful implementation of change. The strengths of the project include the organization and the use of evidence-based sources to support the entire process. The entire project was implemented well since the program and project proposal was followed to the latter.

The project went better than expected. It was not an easy process because of the challenges of recruitment at the beginning and the high dropout rate. However, the project was completed successfully. The use of evidence-based sources was a plus because it helped increase the credibility of the research study. It also helped provide sufficient information on the strategies and frameworks that should be applied to such projects.

Conclusion

At the beginning of the development of this project, we found that one of the reasons why nursing professionals developed a negative attitude towards continuous education was that their employers did not provide sufficient exposure to such programs. This was something that was also observed at our place of work. The development and implementation processes of this project aimed at changing the negative attitudes of nursing professionals towards training and professional development programs. A review of different sources of literature reiterated one thing: he importance of continuous education in the nurses’ performance, motivation, and patients’ outcomes. This project was implemented in the form of a training program that aimed to measure both the pre-test and post-test attitudes of the nurses. Ethical (ANA, 2015) and cultural considerations were considered during the development and implementation process of the program. This was an important step in ensuring that the entire program is unbiased and is sensitive to all groups. The QSEN Competency that was relevant to the implementation of this program was a quality improvement (QSEN Institute, 2013). The outcome was the performance of the nurses and how it influenced the satisfaction of the patients and other healthcare workers. There was a significant improvement in the attitudes of the nurses towards training programs. This project achieved its aims and was able to make a noticeable change in terms of patient and healthcare professionals’ satisfaction (Fukada, 2018), patient outcomes (Jankowska‐Polańska & Krówczyńska, 2020), communication, documentation, and reporting processes by nursing professionals.

References

Ameryoun, A., Chaghari, M., Ebadi, A., & Saffari, M. (2017). Empowering Education: A New Model for In-service Training of Nursing Staff. J Adv Med Educ Prof., 5(1), 26-32. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5238493/

Ashurst, A. (2017). Continuing professional development: undertaking CPD. NRC, 19(7), 414-415. Retrieved from https://www.magonlinelibrary.com/doi/pdf/10.12968/nrec.2017.19.7.414

Balevre, S. M., Balevre, P. S., & Chesire, D. (2018). Nursing Professional Development Anti-Bullying Project. Nurses in Professional Development, 34(5), 277-282. DOI: 10.1097/NND.0000000000000470

Berry, L., & Smith, P. (2018). Education and training: A general practice nurse team review. Practice Nursing, 29(1), 442-445. Retrieved from https://www.magonlinelibrary.com/doi/pdfplus/10.12968/pnur.2018.29.9.442

Blood, A., & LaFond, C. A. (2016). Targeted Simulation Instructor Course for Nursing Professional Development Specialists. J. Nurses Prof. Dev. 32(6), 284-293. DOI: 10.1097/NND.0000000000000306

Butterworth, T., Cooper, E., Hanratty, B., McCaughan, D., Spilsburry, K., & Thompson, C. (2017). Priorities for the professional development of registered nurses in nursing homes: a Delphi study. Age and Ageing, 46(1), 39-45. DOI: https://doi.org/10.1093/ageing/afw160

Cheng, J., Huang, S., & Liu, X. (2019). Mobile Phone Training Platform for the Nursing Staff in the Emergency Department. Telemedicine and E-Health, 25(1). https://doi.org/10.1089/tmj.2017.0317

Fukada, M. (2018). Nursing Competency: Definition, Structure, and Development. Yonago Acta Medica, 61, 1-7. Retrieved from https://www.jstage.jst.go.jp/article/yam/61/1/61_2018.03.001/_pdf

Glasper, A. (2018). Problems affecting the continuing professional development of nurses. British Journal of Nursing, 27(12). DOI: https://doi.org/10.12968/bjon.2018.27.12.714

Hayward, R., & Wilkinson, S. (2017). Band 5 nurses’ perceptions and experiences of professional development and support: effect on job satisfaction and retention. Nursing Management, 24(2), 30-37. DOI: 10.778/nm.2017.e1537

IHI – Institute for healthcare improvement. (2020). Professional development: Improving health and health care worldwide. IHI – Institute for Healthcare Improvement. Retrieved from https://www.ihi.org/education/IHIOpenSchool/Chapters/Groups/Faculty/Pages/ProfessionalDevelopment.aspx

Jankowska‐Polańska, B., & Krówczyńska, D. (2020). Nurses as educators in the comprehensive heart failure care program—Are we ready for it? Nursing Open, 7(5), 1354–1366. https://doi.org/10.1002/nop2.507

Julian, J. F. L. E., & Ruiz, F. B. (2020). Continuing professional development (CPD) among educators in selected Colleges of Nursing: Perceived importance, impact, and challenges. Enfermería Clínica, 30(1), 60-64. DOI: https://doi.org/10.1016/j.enfcli.2019.09.025

Nursing World. (2010). Code of Ethics for Nurses with Interpretive Statements. Retrieved from https://www.princetonhcs.org/-/media/princeton/documentrepository/documentrepository/nurses/code-of-ethics.pdf

Rørtveit, K., Saetre Hansen, B., Joa, I., Lode, K., & Severinsson, E. (2020). Qualitative evaluation in nursing interventions—A review of the literature. Nursing Open, 7(5), 1285–1298. https://doi.org/10.1002/nop2.519

Scerri, A., & Scerri, C. (2019). Outcomes in knowledge, attitudes, and confidence of nursing staff working in nursing and residential care homes following a dementia training program. Aging and Mental Health, 23(8), 919-928. DOI: https://doi.org/10.1080/13607863.2017.1399342

Quality and Safety Education for Nurses (QSEN). (2013). Graduate QSEN Competencies. Retrieved from https://qsen.org/competencies/graduate-ksas/

Improving Patient and Staff Satisfaction Through Nursing Discussion

Appendices

Appendix A: Project Proposal

Key

Red color-assignment instructions

Black Bold-Instruction titles

Black italic-Responses

Janes N. Mose

Nursing 473: Professional Pathways

Template for Project Proposal with PDSA worksheet

Improving Patient and Staff Satisfaction Through Nursing Discussion

Assessment and Identification of the Problem/Need

Pathways Proposal Topic
- In one paragraph, discuss the issue(s) or problem(s) that led to the identification of your project topic or focus.

Continuing education enables nurses from diverse educational backgrounds to effectively be able to apply skills and knowledge for appropriate nursing practice. Continuing education provides safe and up to date patient care. Unfortunately, there are several barriers that stand in the way, and so even nurse educators are not able to change staff perceptions to view the idea of continuing education and professional development in a more positive way. The biggest barrier is lack of time. While protected education time is invaluable, it is unrealistic to think that this will always be available as healthcare costs continue to rise. Extra paid training time is expensive for health systems, and administrators do not always see it as a useful investment. The other barrier to continuing education and professional development are staff shortages, inconvenient places/times, fatigue/inability to concentrate after working, family/personal commitments, patient safety issues due to lack of proper trainings, staff burnout, lack of interest in topics, past experiences of negative/inadequate programs, and lack of manager/administration support.

Based on this, what is the main purpose of your project?

The main purpose of my project is to address need of staff’s negative perceptions of continuing education in order to make the education accessible, fun, and interesting to nurses

In your assessment is the current practice informed by current evidence?

Improving Patient and Staff Satisfaction Through Nursing Discussion

Most nurse managers in hospitals (e.g., Mayo Clinic) have taken a vital role to mentor new and old nurses in developing evidence-based practice skills by accessing research products and participating in research projects. I can that for some facilities, current practice is informed by current evidence, but still more innovative teaching approaches that promote active participation from staff, creativity and critical thinking in students, such as online teaching and learning, accessing electronic resources, video conferencing and research-based teaching and learning, are required in many facilities.

Planning

The Institute for Healthcare Improvement (IHI) Plan-Do-Study Act (PDSA) will be used as a framework to guide your project, please review: http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx

Choose ONE key QSEN competency/competencies which will be addressed by this project http://qsen.org/competencies/pre-licensure-ksas/: Quality Improvement

YOUR Name: Janes N. Mose
Mentor(s) name and credentials: Reed, Amber L.
Mentor e-mail and phone:
Site(s) for project implementation (include unit if applicable): Online Platform

Improving Patient and Staff Satisfaction Through Nursing Discussion

Project Title: Improving Patient and Staff Satisfaction through Nursing Staff Professional Development and Training

Personal Opportunity Statement: I would like to become a competent nursing professional who can help others improve the quality of their service and their perception of training programs.

Aim and Measures

For further guidance on how to develop your aim statement and the family of measures, please reference the IHI open school module:

QI 102: How to Improve with a Model of Improvement

AND

Model of Improvement: Measures

Science of Improvement: Establishing Measures

Aim Statement(s) In the next 2 months, I would like to become a competent nursing professional who is involved in different professional development and training programs so that I can deliver quality services to my clients. I would also like to inspire other nurses to better themselves by developing a nursing professional development and training program by December 2020. This program will help improve patient and staff satisfaction significantly.

State what you are trying to accomplish, including: How good? By when? For whom?

Example: 5 weeks from today, I will be able to run 5.3 miles in 50 minutes.

Measures

For the family of measures, please include the unit of measurement (e.g. The number of nurses that implement the proposed plan)

Example: The percent of nurses that attend the educational training

Outcome Measure

List the measure(s) you ultimately want to affect and should directly relate to the above aim statement.

The percentage of patients stating improved satisfaction with their care.

The number of nursing professionals participating in the new staff development and

training process.

Examples: The number of miles I can run in 50 minutes

The percent of patients educated using the new protocol

Improving Patient and Staff Satisfaction Through Nursing Discussion

Process Measures

List the measures that will tell you if the parts or steps in the system are performing as planned to affect the outcome measure.

Percentage of improved feedback from clients.
Number of nurses participating in the new staff development and training process.
Number of fellow nursing professionals stating improved motivation in a survey.

Example: 1) Minutes runs per week 2) Minutes of strength training per week

Balancing Measures

List the measures you will track to determine whether you are introducing problems in other parts of the system.

Hours needed to complete continuing education.
Time needed to survey clients and staff.
Daily job satisfaction of fellow nursing professionals on scale of 1-5.

Example: 1) Hours slept per night 2) Daily productivity at work on a scale of 1–5

v Change to Test

State how you will achieve your aim; i.e., what changes do you believe will lead to the improvement? What is at least ONE change you will implement to impact the aim and positively impact your outcome measure.

1. Create a new professional development and training process.

2. Create a staff survey to evaluate the development and training process.

3. Create a client satisfaction survey to evaluate cares provided.

Example: Leave work by 5:30 PM.

Example: Modify the standard bedside report form.

Specify activities/strategies to MEET you goal and aims (what are the steps)? What is your timeline for each of these strategies?

Activity (what)	Site (where)	Participants (who)	Date
Conduct research to identify relevant and reputable research articles to help create a base for the project.	Online library	My colleagues and I	14/9/2020
Gather relevant evidence-based information on ways to improve staff and patient satisfaction.	At home	My colleagues and I	21/9/2020
Develop an evaluation survey.	Online platform	My colleagues and I	30/9/2020
Conduct a pre-training survey.	Online platform	All nursing professionals	5/10/2020
Development of the training program that address the issues identified in the survey to help improve the quality of services offered by the nurses and one that will change their negative attitudes towards training and development programs.	Online platform	My colleagues and I	14/10/2020
Educating parties involved about the program.	At work	All nursing professionals	14/11/2020
Implementing the training program that addresses the following issues: Communication Reporting and documentation	Online platform	All nursing professionals	21/11/2020
Conduct a post-training survey.	Online platform	All nursing professionals	14/12/2020
Evaluation of the effectiveness of the program.	Online platform	My colleagues and I	21/12/2020
Development of follow-up training programs such as infection control, evidence-based practice and patient-centered approaches.	Online platform	My colleagues and I	14/1/2021

Improving Patient and Staff Satisfaction Through Nursing Discussion