Continuing Education Needs Assessment of Acute Care and Long-Term-Care Nurses in a Veterans Affairs Medical Center

Abstract

Background: This study was done to identify nurses' priorities for continued learning and to examine the priorities in relation to age, educational level, location in the organization, experience, position in the organization, and shift worked. Methods: A random sample of nurses at a Veterans Affairs Medical Center completed surveys consisting of 58 educational topics and demographic information. The results were analyzed using descriptive statistics, analysis of variance, and Tukey's HSD method to identify differences within the various subgroups of nurses. Results: Of the 58 educational topics, 21 were determined to be high priority educational needs and were significantly correlated with one or more of the independent variables. Conclusion: Conducting a needs assessment can provide valuable information that will improve the delivery of high quality, relevant continuing education and improve staff satisfaction.

Assessing the Learning Needs of South Carolina Nurses by Exploring Their Perceived Knowledge of Emergency Preparedness: Evaluation of a Tool

“…Boone's programming model provides a consistent framework for understanding the process when planning and developing continuing education programs (Boone et al, 2002). Needs assessments are considered to be the beginning of any plan for developing continuing education courses and a self-assessment questionnaire is a standard needs assessment strategy (Asadoorian, 2005;Boone, Safrit, & Jones, 2002;Claflin, 2005;DeSilets, 2006;Garbutt et al, 2008;Wisniewski et al, 2004). Hites et al (2007) emphasized that learning objectives related to emergency preparedness and efforts to ensure a competency based curriculum are influenced by the results of needs assessments.…”

“…There is a critical need for appropriate and effective continuing education programs that will provide nurses with basic knowledge of emergency preparedness (AACN, 2001; Agency for Health care Research and Quality [AHRQ], 2002;DeSilets, 2006;Garbutt et al, 2008;Gebbie & Qureshi, 2002;INCMCE, 2003;Wisniewski et al, 2004). Continuing education is considered to be a valuable method for assuring the provision of safe and effective care in a rapidly changing profession (Boone et al, 2002;Claflin, 2005;Masten, 1992). Consistent with Boone's programming model, the American Nurses Association described continuing education to be a planned and structured learning experience developed for the purpose of enhancing the knowledge, skills, and posture of registered nurses in order to advance nursing practice, education, administration, and research with the intention of improving health care to the public (American Nurses Association, n.d.).…”

“…A needs assessment is considered to be a systematic process for gathering and analyzing information about educational needs with the ability to identify learning needs (Boone et al, 2002;Claflin, 2005;DeSilets, 2007). A self-assessment questionnaire is a standard needs assessment strategy, which can be used to identify specific competencies, assess perceived knowledge of the competencies, and as a result, direct the development of content and learning methods designed to meet the target population's learning needs (Asadoorian, 2005;DeSilets, 2007).…”

“…In a secondary analysis, Garbutt et al (2008) utilized the data from Wisniewski et al (2004) The EPIQ is a valid and reliable self-assessment tool which can be used to examine the educational needs of nurses and determine their capacity to respond to disaster events in a competent and effective manner (Garbutt et al, 2008;Wisniewski et al, 2004). Self-assessments are consistently recognized in the literature as critical for a systematic approach to developing continuing education and training programs (Asadoorian & Batty, 2005;Boone et al, 2002;Claflin, 2005;DeSilets, 2006;DeSilets, 2007;Fox & Miner, 1999;Garbutt et al, 2008;Hites et al, 2007;Hopstock, 2008;Wisniewski et al, 2004).…”

Reducing Hospital-Acquired Heel Ulcer Rates in an Acute Care Facility

“…Since the majority of these wounds are preventable, higher incidence rates in a specific agency may suggest compromised quality of care in relationship to this issue. Claflin 18 concludes that continuing education programs resulting in advanced knowledge and skills benefit the entire medical facility; learning outcomes can be measured in terms of improved patient outcomes, improved utilization of resources, and decreased cost of care. Research suggests that pressure ulcers can be prevented or treated more successfully when evidenced-based care is provided.…”