Nurses' Educational Needs Assessment for Financial Management Education Using the Nominal Group Technique

Noh, Wonjung; Lim, Ji Young

doi:10.1016/j.anr.2015.04.004

Cited by 14 publications

(8 citation statements)

References 10 publications

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“…This technique is an effective method for obtaining group needs and generating priority information. Nominal group technique has been successfully used in other pedagogical research to identify the requirements and priorities of learners and teachers [ 29 , 30 ]. This paper also illustrates how to develop a training program based on an initial needs assessment and a related theoretical framework – both of which are critical for the development of well-founded, systematic, and effective training programs.…”

Section: Discussionmentioning

confidence: 99%

Development of a blended emergent research training program for clinical nurses (part 1)

Chen

Tang

et al. 2022

BMC Nurs

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Background Nursing research training is important for improving the nursing research competencies of clinical nurses. Rigorous development of such training programs is crucial for ensuring the effectiveness of these research training programs. Therefore, the objectives of this study are: (1) to rigorously develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; and (2) to describe and discuss the uses and advantages of the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study was conducted in 2017, using a mixed-methods design. A theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the training program development. Nominal group technique was used to identify learners’ common needs and priorities. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions This study indicates that nominal group technique is an effective way to identify learners’ common needs and priorities, and that the ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving trainees’ learning initiative and educational outcomes. More empirical studies are needed to further evaluate blended emergent teaching to promote the development of related theories and practice in nursing education.

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Section: Discussionmentioning

confidence: 99%

Development of a blended emergent research training program for clinical nurses (part 1)

Chen

Tang

et al. 2022

BMC Nurs

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“…This technique is an effective method for obtaining group needs and generating priority information. Nominal group technique has been successfully used in other pedagogical research to identify the requirements and priorities of learners and teachers [28,29]. This paper also illustrates how to develop a training program based on an initial needs assessment and a related theoretical framework.…”

Section: Discussionmentioning

confidence: 99%

The development of a blended emergent research training program for clinical nurses (Part 1)

Chen

Tang

et al. 2021

Preprint

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Background Nursing research training is important for the improvement of nursing research competence of clinical nurses. High-quality development is crucial for a good nursing research training program. Therefore, the objectives of this study are: (1) To develop a blended emergent research training program for clinical nurses based on a needs assessment and related theoretical framework; (2) To describe and discuss the uses and advantages of the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) in the instructional design and potential benefits of the blended emergent teaching method. Methods This intervention development study adopted mixed-methods design. The ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was followed to develop the research training program for clinical nurses based on the limitations of current nursing research training programs, the needs of clinical nurses, and the theoretical foundation of blended emergent teaching. Results In this study, a theoretical framework of blended emergent teaching was constructed to provide theoretical guidance for the development of training program. Following the ADDIE model, a blended emergent research training program for clinical nurses to improve nursing research competence was developed based on the needs of clinical nurses and the theoretical framework of blended emergent teaching. Conclusions The nominal group technique could effectively identify learners’ common needs and priorities. The ADDIE model is a valuable process model to guide the development of a blended emergent training program. Blended emergent teaching is a promising methodology for improving the learner’s learning initiative and educational outcomes. More empirical studies are needed to further evaluate the blended emergent teaching to promote the development of related theories and practice in nursing education.

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“…In 2015, Noh and Lim identified twenty-four needs of nurses enrolled in graduate programs through the nominal group technique [43]. This included hospital accounting basics, financial statements, and financial management basics -all of which suggest that the practice setting would benefit significantly if nurses could better engage in institutions' economic challenges.…”

Section: Practice Setting Expectationsmentioning

confidence: 99%

The DNP EBP Project: The Importance of Project Valuation

2023

Int J Nurs Health Care Res

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Thousands of quality improvement (QI) and evidence-based practice (EBP) projects are implemented annually in healthcare facilities nationwide. Doctorate of Nursing Practice (DNP) students are guided in EBP project development, implementation, and evaluation in academic settings. A first-ever nationwide survey of graduate faculty, hospital Chief Nursing Officers (CNOs), and Chief Executive Officers (CEOs) revealed interest in better understanding costs associated with QI and EBP innovations. However, few of these projects include a financial valuation of project costs, benefits, or effectiveness to the served population. The American Association of Colleges of Nursing (AACN) accreditation criteria for DNP programs include specific references to analyzing the cost-benefits or cost-effectiveness of population-based interventions and the need for students to consider the socioeconomic impact of care delivery. Including valuation analyses such as cost-benefit or cost-effectiveness in student-developed EBP projects adds rigor to the project experience and, importantly, equips DNP-prepared graduates with financial knowledge and experience transferable to all practice venues and future QI and EBP project innovations.

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Nurses' Educational Needs Assessment for Financial Management Education Using the Nominal Group Technique

Abstract: The present findings can be used to develop a financial management education program to strengthen the financial management competencies of nurses.

Cited by 14 publications

References 10 publications

Development of a blended emergent research training program for clinical nurses (part 1)

Development of a blended emergent research training program for clinical nurses (part 1)

The development of a blended emergent research training program for clinical nurses (Part 1)

The DNP EBP Project: The Importance of Project Valuation

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