Educational Needs Assessment Annotated Bibliography

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners achievements

As well as psychological and social aspects of client health, the physical health of clients can and should not be ignored when treating patients. This paper examines various ways in which needs assessment can take place to assess client health, which may encompass general overviews of clinical data, patient surveys, and

This educational needs assessment will cover the hospital I serve in. It is a full service, 139 bed community hospital located on a scenic campus in. The hospital staff pride ourselves on providing the highest quality care in all service areas. Our intense focus on customer service and patient safety has created a unique healing environment. In addition to our personalized care, we offer state-of-the-art technology and a medical staff consisting of the finest physicians in the area. All of the patient rooms are private and we provide free, convenient parking in a safe neighborhood. We have also achieved top scores from the Joint Commission and the State Department of Health and are accredited Chest Pain Center. The hospital is partially owned by physicians. Needs Assessment The nursing services provided at my hospital include a number of clinical services in areas such as bariatric care, cardiology, robotic surgery, the day hospital, pediatrics and a number of other areas. As mentioned above, the hospital is a full service institution that is well awarded and provides a lot of services. However, even in great institutions, things can be improved for the approximately 200 nurses employed on staff. From the research that this author has doen, the geatest gap in our hospital's educational needs (and possibly the most expensive is the lack of knowledge of HIPAA (Health Insurance Portability and Accountability Act) amongst hospital staff nurses. To test fellow

Many schools have integrated the competencies but do not know how to adequately assess if they were met by students (Connor, n.d.). The QSEN website has multiple courses and teaching strategies to help with the integration of competencies into early nursing and clinical education. There are also a multitude of research available for diploma through doctoral nursing curriculum. QSEN recommends that each competency is best taught or reinforced through multiple types of learning such as in the classroom, in skills/simulation lab, and in clinical sites. It is also recommended that instructors use multiple methods of learning such as case studies, online modules, readings, role-playing, and other assignments. A variety of curricular strategies will yield greater gains in the nursing profession long-term (Zierler,

“Provision 7 challenges the nurse to participate in the profession’s contributions to society by being actively engaged with its progress and development” (Fowler, 2010; p. 91). Education is a constant element in my career as a nurse. At the state level I am required to have a set amount of continuing education hours every two years to carry a valid nursing license. Through my hospital, I must be current with my cardiopulmonary resuscitation (CPR), be familiar with changes in policies and procedures, and be familiar with the different diagnosis on my unit; such as, ischemic stroke and subarachnoid hemorrhages. I am also continuing my education by taking classes to earn my bachelor of science in nursing (BSN). It is not only my responsibility to further my own education, but it is also important for me to help others continue their education as well. I have done this on my unit by orienting new nurses. This is important because not only does it educate others, but it also helps reinforce what I have learned during

Jarrell, L. (2016) Professional development and mentorship needs of nurse practitioners. Journal for Nurse in Professional Development, 32 (1), 26-32. doi: 10.1097/NND. 0000000000000160. LB 107. (2015).

Qualitative questioning would facilitate the researcher to explore nurse mentors attitudes and feelings regarding teaching students by gathering subjective data. However, while composing this example of the problem statement, purpose statement, research question, and hypothesis, a quantitative study would provide valid data as to the significance of the impact of the nurse mentor on the learning of the nursing student. Furthermore, it would be possible to gather data quantitatively related to a student’s learning using a questionnaire and incorporating the use of the Likert scale to assess the level of learning. In addition to asking questions related to the perception that the nurse mentor affected this learning. Conversely, you could assess the nurse mentor’s feelings regarding having a nursing student follow them. In addition to their feelings about teaching nursing students using a questionnaire that incorporates a Likert scale. Ideally, a mixed methods study could provide an insightful and interesting perspective on this very relevant

Continuing education is important for health professionals and is required by AHPRAH (AHPRAH, 2016) Continued Professional development is particularly important for Nurses. It is important they keep up to date so that they can be informed of best practise and give their patients the greatest likelihood of good health outcomes. (Pool, Poell, Berings, & ten Cate, 2016) Even if these factors were not important The Nursing and Midwifery Board of Australia has mandated that all nurses and midwives must meet the continuing professional development (CPD) standards.(A. N. Council, 2014) The Nursing and Midwifery Board require that all nurses have at least 20 hours of CPD per year.

7?University HealthSystem Consortium. (October 1999). Survey on Educational Preparation of Nurses, p. 2, 8. Oak Brook, Ill:

The NMBA has set several specific requirements in place that outline professional development and evolving prerequisites for nurses. Some of the fundamental components include nurses “participating in at least 20 hours of continuing nursing professional development” – which may incorporate participation in mandatory skills acquisition – per year and keeping written documentation of it for verification, (NMBA, 2016). This continuation of professional education and development, as well as documenting it concisely, is critical in the assessment process of a successful nurse in the field of contemporary healthcare.

Phase I (2005-2007) defined six competencies: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement and informatics, and safety (CWRU, 2014b). For each of the competencies, knowledge, skills, and attitudes for usage by students in nursing pre-licensure programs were outlined. Furthermore, a range of strategies for clinical, classroom, and simulation-based learning were developed for students to be successful in their respective programs.

The second study, conducted by Dunn and Burnett19, measured student perceptions of the applied component of nursing education using the Clinical Learning Environment Scale (CLES) inventory. Authors reported revising 55 items from Orten’s Ward Learning Climate Survey into a final 23 item instrument having five sub-scales measuring student-staff relationships, nurse manager commitment, patient relationships, interpersonal relationships, and student satisfaction. They administered the instrument to 423 nursing students and faculty at an Australian university. The authors claimed construct validity of the instrument as determined by the confirmatory factor analysis. Reported reliability alpha coefficients for the factors were .63 to .85. Several items in Dunn and Burnett’s tool might be appropriate for an instrument designed to assess

Furthermore, licensing and accreditation standards must be heightened to insure the quality of the nurses that enter the workforce. Certifying organizations must therefore mandate the proper demonstration of core competencies and skills prior to endowing students with the nursing title. The nursing profession, according to the IOM report, must undergo fundamental changes within the overall education of nurses. In many respects the basic

In today’s world, it is essential to incorporate nursing theory into practice. Patricia Benner, through her work, “has provided essential understanding of how knowledge and skills are acquired and directly applied to nursing practice, education, research and administration” (Altmann, 2007, p. 114). According to Benner’s model of skill acquisition, “the nurse passes through five stages of career development, novice, advanced beginner, competent, proficient and expert” (English, 1993, p.387). Specific patterns of behavior, thinking, and performance is present in each stage. The most experience is associated with the expert nurse and the least experience is possessed by the novice nurse (Benjamin, 2007). This model is based on ascending level of proficiency and the key concepts of this model are: competence, skill attainment, experience, clinical knowledge and practical knowledge

"Brenner (1984) described the 5 stages of development for the professional nurse. The stages are (1) Novice (2) Advance Beginner (3) Competent practitioner (4) Proficient practitioner (5) Expert Practitioner. The stages progress from a nursing student to the professional practitioner through growth and knowledge." (Lopez-Boyd, 1997, p. 41) Nursing is a profession. Look around you, you see competent, caring individuals