Learning Needs Assessment
The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum.
The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified for the student’s education focus.
Part 1: Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum (nursing new hire orientation) audience (new hire nurses is the audience). Administer a learning needs assessment in your practicum setting. This data will be used to develop your lesson plan in Topic 8 assignment.
Part 2: To accompany your assessment, write a 350–500-word data collection plan with the following information:
1. Explanation of data collection techniques such as the format and how you will administer the learning needs assessment to your students.
2. Description of how you will use the data collected from this learning needs assessment.
Submit both parts to the assignment drop box.
Cite one or two peer reviewed/scholarly resources in your paper.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Course Code Class Code Assignment Title Total Points
NUR-665E NUR-665E-O500 Learning Needs Assessment 60.0
Criteria Percentage 1: Unsatisfactory (0.00%) 2: Less Than Satisfactory (80.00%) 3: Satisfactory (88.00%) 4: Good (92.00%) 5: Excellent (100.00%) Comments Points Earned
10-20 Questions 20.0% 10-20 open-ended and closed-ended questions are not present. 10-20 open-ended and closed-ended questions are present, but they lack detail or are incomplete. 10-20 open-ended and closed-ended questions are present. 10-20 open-ended and closed-ended questions are present and well developed. 10-20 open-ended and closed-ended questions are thoroughly developed.
Data Collection Techniques 25.0% An explanation of data collection techniques is not present. An explanation of data collection techniques is incomplete or incorrect. An explanation of data collection techniques is included but lacks supporting details. An explanation of data collection techniques is complete and includes supporting details. An explanation of data collection techniques is extremely thorough and includes substantial supporting details.
Use of Data 25.0% A description of how data collected from the learning needs assessment will be used is not present. A description of how data collected from the learning needs assessment will be used is incomplete or incorrect. A description of how data collected from the learning needs assessment will be used is included but lacks supporting details. A description of how data collected from the learning needs assessment will be used is complete and includes supporting details. A description of how data collected from the learning needs assessment will be used is extremely thorough and includes substantial supporting details.
Thesis Development and Purpose 7.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 8.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Writer is clearly in command of standard, written, academic English.
Paper Format (Use of appropriate style for the major and assignment) 5.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%
Learning Needs Assessment to New Hire Nurses on Orientation
Running head: ASSIGNMENT TITLE HERE
Learning Needs Assessment Questions
1. Do the nurses have enough training on working with a multi-disciplinary team in a healthcare environment?
2. Do the nurses possess the right attitude required to deliver effective healthcare services to patients?
3. Are the nurses willing to go the extra mile and deliver personalized care that meets the specific needs of every patient they attend to?
4. How attentive are the nurses in following nursing policies and procedures and other policies laid down by the hospital?
5. What do a nurse understand by the term patient safety, and what can they do to improve patient safety?
6. What does a nurse understand about quality healthcare? How can they contribute to delivering quality healthcare at the hospital?
7. What are the strengths and weaknesses?
8. Can the nurse communicate effectively? On a scale of 1-5, how do they rate their communication skills?
9. What is the nursing new graduates or seasoned nurses’ perception of the nursing orientation? On a scale of 1-10, how can each rate the orientation? Does each new nurse have suggestions on areas in the nursing orientation that they wish to be re-addressed or included, and what suggestions they give?
10. How readily does each nurse feel towards advancing and offering nursing care full time and independently? Does each have some areas of inadequacy that they require further training on?
11. What does a nurse understand about ethics? How can they apply ethics in their daily working environment?
Learning Needs Assessment
A learning needs assessment (LNA) is an important step in the planning process, as it can help determine what educational activities are designed for the purposes of enhancing learning outcomes, improving patient outcomes, and optimizing cost-effectiveness of organizational resources (Pilcher, 2016). New graduates do not possess adequate work experience; this prompts the need to identify their weaknesses and strengths. Identifying strengths and weaknesses enable nursing educators to develop a curriculum or teaching plan that addresses the training needs of each student (Fares, Dumit, & Dhaini, 2020). This is important since nursing deals with multiple-disciplines that is not limited to giving patients drugs but covers other important areas such as effective communication, empathizing, following instructions, working with other medical staff from various departments, and the patients to deliver quality healthcare. Developing an effective data collection strategy that gathers all the information of the student’s level of preparedness is key to training effective nurses who can transform the delivery of nursing services (Fares, Dumit, & Dhaini, 2020).
Explanation on Data Collection Techniques
The assessment questions are the immediate step towards collecting relevant data necessary to determine the new nurses preparedness to function independently. The second step requires the formulation of effective data collection strategies. As an instructor, obtaining primary data or information is important in this exercise. The instructor should assign the newly hired nurses’ duties within the hospital and gather data by observing how they discharge their duties (Fares, Dumit, & Dhaini, 2020). The instructor or the educator should observe the nurses’ composure and how they handle pressure while working in a multi-disciplinary team. The instructor should observe the nurses’ attitudes while talking to the patients and other medical staff to establish their attitude and level of patience. Observing how the nurses’ handle stubborn patients to determine if they can control such situations and win such patients to cooperate helps gauge their communication skills (Fares, Dumit, & Dhaini, 2020).
Other data collection techniques include listening to the nurses’ as they care for patients, which helps determine their communication skills. Going through the records prepared by the nurses’ is a fast and accurate way of establishing if the records are properly collected and recorded as required. These methods enable the instructor to gain fast-hand information on the new nurses’ abilities to discharge their duties as professional nurses (Fares, Dumit, & Dhaini, 2020). Administering a semi-structured questionnaire to obtain information on the students’ perception of the nursing orientation is another way of collecting data. The nurses should fill in their understanding of patient safety and quality healthcare delivery and briefly describe how they can contribute to patient safety and quality healthcare. The semi-structured questionnaire provides room for the newly hired nurses to prove their nursing knowledge to the instructor, making it easy for the instructor to determine the accuracy of information filled in the questionnaires as they require the students to give further explanation on their answers (Fares, Dumit, & Dhaini, 2020).
Deploying the use of a balanced scorecard to measure the performance of the newly hired nurses in all the perimeters of nursing over a given period is another effective data collection strategy. The newly hired nurses’ performance is then evaluated based on their performance over a certain period; this enables the instructor to rate the newly hired nurses in each area throughout the assessment. This is an effective data collection method as the instructor obtains non-biased feedback as the instructor personally rates the students based on their actual performance and not from the theoretical knowledge. This approach requires more time to observe and evaluate each student as they discharge various nursing duties (Fares, Dumit, & Dhaini, 2020).
How to Use the Data Collected in this Learning Needs Assessment
After gathering data from each nurse, the instructor analyses gathered data to establish the weaknesses of each newly recruited nurse. The instructor develops a table on the specific areas that require improvement for each nurse and designs a training regime focused on improving the specifically identified areas (Saqr, Fors, & Tedre, 2017). The training regime table serves as a reference point to help re-evaluate the nurses’ after completing the new training focused on addressing their weaknesses to establish if they have improved and ready to offer quality nursing services. The data collected can as be used to improve the nursing curriculum. The instructor identifies common areas of weaknesses from the analysis and designs a suitable lesson or course to address such areas to enable nurses to acquire all the training they need to offer quality nursing services (Saqr, Fors, & Tedre, 2017).
Fares, S., Dumit, N. Y., & Dhaini, S. R. (2020). Basic and continuing education needs of nurses
instrument: development and validation. International nursing review, 67(1), 92-100.
Pilcher, J. (2016). Learning needs assessment. Journal for Nurses in Professional Development, 32(4), 185–191. https://doi.org/10.1097/nnd.0000000000000245
Saqr, M., Fors, U., & Tedre, M. (2017). How learning analytics can early predict under-
achieving students in a blended medical education course. Medical teacher, 39(7), 757-767.
Melissa, a 12-year-old girl with cystic fibrosis comes to the primary care office with complaints of increased cough and productive green sputum over the last week. She also complains of increasing shortness of breath. She denies sore throat or nasal congestion