On-the-job instruction has several positive features, one of which is its cost-effectiveness.
New nurses learn effectively at the same time they are providing care. Moreover, this method re- duces the need for outside instructional facilities and reliance on professional educators. Trans- fer of learning is not an issue because the learning occurs on the actual job. However, on-the-job instruction often fails because there is no assurance that accurate and complete information is presented, and the instructor may not know learning principles. As a result, presentation, prac- tice, or feedback may be inadequate or omitted.
On-the-job instruction fulfills an important function; however, staff members involved may not view it as having equal value to more standardized and formal classroom instruction.
To implement effective on-the-job instruction, the following are suggested:
1. Employees who function as educators must be convinced that educating new employees in no way jeopardizes their own job security, pay level, seniority, or status.
2. Individuals serving as educators should realize that this added responsibility will be instrumental in attaining other rewards for them.
3. Pair teachers and learners to minimize any differences in background, language, personal- ity, attitudes, or age that may inhibit communication and understanding.
4. Select teachers on the basis of their ability to teach and their desire to take on this added responsibility.
5. Staff nurses chosen as teachers should be carefully educated in the proper methods of instruction.
6. Formalize assignments so that nurses do not view on-the-job instruction as happenstance or second-class instruction.
7. Rotate learners to expose each one to the specific know-how of various staff nurses or education department teachers.