1
|
Banister S, Resseguie CE. A Novel Approach to Supporting Ambulatory Nursing Professional Development. J Contin Educ Nurs 2024; 55:449-455. [PMID: 39088687 DOI: 10.3928/00220124-20240718-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2024]
Abstract
BACKGROUND Because of the growth of nursing care in ambulatory clinics, nursing education and professional development needs have increased. METHOD At one academic medical center, development of a combined centralized-decentralized nursing professional development model addressed the needs of this expansion. RESULTS Hiring dedicated nursing professional development staff for prioritized education programs improves throughputs and outputs associated with nursing professional development. CONCLUSION Implementation of unit-based clinic rounding has improved staff engagement with education, professional development, and quality outcomes. [J Contin Educ Nurs. 2024;55(9):449-455.].
Collapse
|
2
|
Smith RM, Gray JE, Homer CS. "It would be nice to have more than basic support": A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region. Women Birth 2024; 37:101624. [PMID: 38728845 DOI: 10.1016/j.wombi.2024.101624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Revised: 04/24/2024] [Accepted: 04/28/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND The provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education. AIM To identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs. METHODS An online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings. FINDINGS One hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach. DISCUSSION Historically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice. CONCLUSION Future midwifery faculty development programs should address the identified need for development in all expected faculty roles.
Collapse
Affiliation(s)
- Rachel M Smith
- Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.
| | - Joanne E Gray
- Faculty of Health, University of Technology Sydney, Australia
| | - Caroline Se Homer
- Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia
| |
Collapse
|
3
|
Roscoe LE, Smith S, Shelton D. Translating the Essentials for Correctional Nursing Practice and Professional Development. J Contin Educ Nurs 2023; 54:399-404. [PMID: 37642445 DOI: 10.3928/00220124-20230816-14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
This article reports the results of aligning the new Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing, 2021) with the continuing education needs of nurses who work in justice settings and with justice-involved populations. Much progress in considering the development of the "future" nurse is generated by and intended for academic institutions. Although the readiness of health care agencies (employers) is being discussed, continued professional development of currently employed nurses to help them transition smoothly to work with this "future" nurse has received less attention. To that end, during its latest review, the Nurse Advisory Council to the National Commission on Correctional Health Care aligned its educational plan for correctional nurses with the Essentials document. [J Contin Educ Nurs. 2023;54(9):399-404.].
Collapse
|
4
|
Al-Ismail MS, Naseralallah LM, Hussain TA, Stewart D, Alkhiyami D, Abu Rasheed HM, Daud A, Pallivalapila A, Nazar Z. Learning needs assessments in continuing professional development: A scoping review. MEDICAL TEACHER 2023; 45:203-211. [PMID: 36179760 DOI: 10.1080/0142159x.2022.2126756] [Citation(s) in RCA: 14] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND A rigorous learning needs assessment (LNA) is a crucial initial step in the Continuing Professional Development (CPD) process. This scoping review aimed to collate, summarize, and categorize the reported LNA approaches adopted to inform healthcare professional CPD and highlight the gaps for further research. METHOD In August 2020, nine bibliographic databases were searched for studies conducted with any health professional grouping, reporting the utilized LNA to inform CPD activities. Two reviewers independently screened the articles for eligibility and charted the data. A descriptive analytical approach was employed to collate, summarize, and categorize the literature. RESULTS 151 studies were included in the review; the majority adopted quantitative methods in the form of self-assessment surveys. Mixed-methods approaches were reported in only 35 studies. Descriptions of LNA development lacked detail of measures taken to enhance their rigor or robustness. DISCUSSION These findings do not reflect recommendations offered by the CPD literature. Further investigations are required to evaluate more recently advocated LNA approaches and add to their limited evidence-base. Similarly, the existing support afforded to CPD developers warrants further study in order to identify the necessary resource, infrastructure and expertise essential to design and deliver effective CPD programs.
Collapse
Affiliation(s)
- Muna Said Al-Ismail
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Lina Mohammad Naseralallah
- Department of Pharmacy, Hamad Medical Corporation, Doha, Qatar
- School of Pharmacy, Institute of Clinical Sciences, University of Birmingham, Edgbaston, Birmingham, UK
| | - Tarteel Ali Hussain
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Derek Stewart
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Dania Alkhiyami
- Department of Pharmacy, Hamad Medical Corporation, Doha, Qatar
| | | | - Alaa Daud
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | | | - Zachariah Nazar
- Clinical Pharmacy and Practice Department, College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| |
Collapse
|
5
|
Kennie-Kaulbach N, Gormley H, McSweeney-Flaherty JM, Cassidy C, Kits O, Trenaman S, Isenor JE. Supporting Interprofessional Collaboration in Deprescribing: Needs Assessment for an Education Program. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 43:208-211. [PMID: 36547938 DOI: 10.1097/ceh.0000000000000478] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 10/19/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION : Deprescribing is a complex process involving patients and healthcare providers. The aim of the project was to examine the learning needs and preferences of healthcare providers and students to inform the development of an interprofessional deprescribing education program. METHODS : An online survey of pharmacists, nurses, nurse practitioners, family physicians, and associated students practicing or studying in Nova Scotia was conducted. Respondents were recruited by purposive and snowball sampling to have at least five respondents within each professional/student group. Questions captured participant's self-reported comfort level and professional role for 12 deprescribing tasks and their learning preferences. RESULTS : Sixty-nine respondents (46 healthcare providers and 23 students) completed the questionnaire. Average comfort levels for all 12 deprescribing tasks ranged from 40.22 to 78.90 of 100. Respondents reported their preferred deprescribing learning activities as watching videos and working through case studies. Healthcare providers preferred to learn asynchronously online, while students preferred a mix of online and in-person delivery. DISCUSSION : Learning needs related to deprescribing tasks and roles were identified, as well as preferences for format and delivery of education. Development of an education program that can provide a shared understanding of collaborative deprescribing tailored to learner preferences may improve deprescribing in practice.
Collapse
Affiliation(s)
- Natalie Kennie-Kaulbach
- Natalie Kennie-Kaulbach: Assistant Professor, College of Pharmacy, Dalhousie University, Nova Scotia, Canada. Hannah Gormley: Pharmacy Student, College of Pharmacy, Dalhousie University, Nova Scotia, Canada. Jill Marie McSweeney-Flaherty: Adjunct Professor, Dalhousie University, Assistant Director, Centre for Advancement of Teaching and Learning, Elon University, Elon, NC. Christine Cassidy: Assistant Professor, School of Nursing, Dalhousie University, Nova Scotia, Canada, and Affiliate Scientist, IWK Health, Nova Scotia, Canada. Olga Kits: Qualitative Methodologist, Research Methods Unit, Nova Scotia Health and Department of Community Health and Epidemiology, Dalhousie University, Nova Scotia, Canada. Shanna Trenaman: Postdoctoral Fellow, Geriatric Medicine Research, Department of Medicine, Dalhousie University, Nova Scotia, Canada. Jennifer E. Isenor: Associate Professor, College of Pharmacy and Department of Community Health & Epidemiology, Dalhousie University, Nova Scotia, Canada
| | | | | | | | | | | | | |
Collapse
|
6
|
Jeong E, Lim J. An Analysis of Priorities in Developing Virtual Reality Programs for Core Nursing Skills: Cross-sectional Descriptive Study Using the Borich Needs Assessment Model and Locus for Focus Model. JMIR Serious Games 2022; 10:e38988. [PMID: 36422882 PMCID: PMC9732758 DOI: 10.2196/38988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 10/05/2022] [Accepted: 10/31/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND There are limitations to conducting face-to-face classes following the recent COVID-19 pandemic. Web-based education is no longer a temporary form of teaching and learning during unusual events, such as pandemics, but has proven to be necessary to uphold in parallel with offline education in the future. Therefore, it is necessary to scientifically organize the priorities of a learner needs analysis by systematically and rationally investigating and analyzing the needs of learners for the development of virtual reality (VR) programs for core nursing skills (CNS). OBJECTIVE This study aimed to identify the priorities of learners' needs for the development of VR programs for CNS using the Locus for Focus Model and Borich need assessment model. METHODS The participants included nursing students in South Korea who were in their second year or higher and had taken courses in fundamental nursing or CNS-related classes. The survey took place from May 20 to June 25, 2021. A total of 337 completed questionnaires were collected. Of these, 222 were used to conduct the final analysis. The self-report questionnaire consisted of 3 parts: perception of VR programs, demand for developing VR programs, and general characteristics. The general characteristics of the participants were analyzed using descriptive statistics. To determine the priority of the demand for developing VR programs for CNS, the Locus for Focus Model and the Borich priority formula were used. RESULTS In all, 7 skills were identified as being of the top priority for development, including intramuscular injection, intradermal injection, tube feeding, enema, postoperative care, supplying oxygen via nasal cannula, and endotracheal suction. CONCLUSIONS The analysis showed that nursing students generally needed and prioritized the development of VR programs for the nursing skills involving invasive procedures. The results of this study are intended to help in various practical education classes using VR programs in nursing departments, which are currently facing difficulties in teaching CNS on the web owing to COVID-19.
Collapse
Affiliation(s)
- EunYoung Jeong
- Department of Nursing, Wonkwang University, Jeonbuk, Republic of Korea
| | - JunSeo Lim
- Research Institute of Nursing Science, College of Nursing, Seoul National University, Seoul, Republic of Korea
| |
Collapse
|
7
|
Wanchai A, Phrompayak D, Prompuk B. A needs assessment for competency development of nurse educators. Nurs Forum 2022; 57:1445-1451. [PMID: 36371674 DOI: 10.1111/nuf.12844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 10/20/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The purposes of this study were to assess the current competencies and desired competency development of nurse educators and to examine differences in how they ranked their needs by participants' gender, age, educational qualification, and work experience. METHODS We conducted a cross-sectional study. Participants were 435 nurse educators working at nursing colleges under the Ministry of Public Health, Thailand, in 2021. RESULTS Participants had significantly higher desired scores for competency development than the actual condition scores (p < .05). They prioritized their competence development needs from highest to lowest scores as follows: (1) nursing knowledge, (2) teaching pedagogy, (3) learning activities preparation, (4) professional value, (5) learning atmosphere building, (6) educator professional ethics, (7) learning outcomes measures, and (8) learning plan. Participants with different gender, education levels, ages, and work experiences set similar priorities for competency development needs. CONCLUSION Nurse educators first emphasized knowledge and teaching skills improvement, followed by enhancing value. However, their needs were not different when categorized by gender, age, educational qualification, and work experience. Therefore, planning to develop all competencies is urged and prioritized. Similarly, future research should explore suitable competency development programs for these nurse educators in each area. Our study's findings could be an example applied to other nursing schools worldwide to improve nurse educators' competencies.
Collapse
Affiliation(s)
- Ausanee Wanchai
- Nursing Administration Department, Research and Academic Services, Faculty of Nursing, Boromarajonani College of Nursing, Buddhachinaraj, Praboromarajchanok Institute, Ministry of Public Health, Nonthaburi, Thailand
| | - Duangjai Phrompayak
- Adult and Elderly Nursing Department, Boromarajonani College of Nursing, Buddhachinaraj, Praboromarajchanok Institute, Ministry of Public Health, Faculty of Nursing, Nonthaburi, Thailand
| | - Benyapa Prompuk
- Adult and Elderly Nursing Department, Boromarajonani College of Nursing, Buddhachinaraj, Praboromarajchanok Institute, Ministry of Public Health, Faculty of Nursing, Nonthaburi, Thailand
| |
Collapse
|
8
|
Hu JY, Roh YS. Psychometric Evaluation of the Nurses' Cancer Pain Management Competency Scale. Pain Manag Nurs 2022; 24:209-215. [PMID: 36171159 DOI: 10.1016/j.pmn.2022.08.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 07/25/2022] [Accepted: 08/16/2022] [Indexed: 10/14/2022]
Abstract
BACKGROUND There is lack of instruments for assessing nurses' comprehensive pain management competency. AIM This study aimed to assess the psychometric properties of the Nurses' Cancer Pain Management Competency Scale and to conduct a cursory survey of the pain management educational needs/resources of nurses caring for patients with cancer pain. METHOD A convenience sample of 230 Korean nurses who met the eligibility criteria completed the researcher developed the Nurses' Cancer Pain Management Competency Scale and a pain management educational needs/resources survey. The Nurses' Cancer Pain Management Competency Scale was based on the pain management core competencies identified by Fishman et al (2013). Internal consistency was assessed using Cronbach's alpha, and construct validity was examined using exploratory factor analysis with varimax rotation. RESULTS Cronbach's alpha of the scale was 0.89. Nurse cancer pain management competency includes four factors, which accounted for 68.44% of the variance: the context of pain management, pain assessment and measurement, management of pain, and multidimensional nature of pain. Approximately 42% of nurses had no available protocols related to cancer pain management. Nurses preferred multi-component educational modalities, including simulation-based learning. CONCLUSIONS Findings support internal consistency reliability and content and construct validity of the Nurses' Cancer Pain Management Competency Scale that can help examine pain management competency of nurses. Adopting an evidence-based clinical cancer pain management-related protocol and multi-component training programs are needed to achieve optimal cancer pain management competency in nurses.
Collapse
Affiliation(s)
- Jae Yeon Hu
- From the Graduate School of Nursing and Health Professions, Chung-Ang University, Seoul, Republic of Korea
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea.
| |
Collapse
|
9
|
Sailors R, Saint D, Ayer N. Blood Pressure Screening in Faith Communities: A Quality Improvement Project. J Christ Nurs 2022; 39:E53-E61. [PMID: 35665433 DOI: 10.1097/cnj.0000000000000982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
ABSTRACT There is a direct relationship between elevated blood pressure and cardiovascular disease, so screening for elevated blood pressure is an essential nursing activity. This quality improvement project involving faith community nurses (FCNs) in 24 congregations and other sites tracked readings of blood pressures taken, referrals made, and education sessions provided during a 21-month period. Surveys revealed the project increased participants' awareness about screenings, FCN services, and evidence-based protocols, in addition to identifying high-risk congregants for care and treatment.
Collapse
|
10
|
Systematic review of interventions to enhance preceptors’ role in undergraduate health student clinical learning. Nurse Educ Pract 2022; 62:103349. [DOI: 10.1016/j.nepr.2022.103349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Revised: 04/05/2022] [Accepted: 04/07/2022] [Indexed: 11/18/2022]
|
11
|
Innovative Utilization of Wright's Model for Competency Validation. J Nurses Prof Dev 2021; 37:E35-E43. [PMID: 34313630 DOI: 10.1097/nnd.0000000000000794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Wright's competency assessment model is well known, yet implementation has been largely challenging. Some organizations have attempted enterprise-wide implementation. This article summarizes how Wright's model was used from a specific topic perspective. Centralized nursing professional development practitioners created flexible competency validation guidelines and supplemental tools (literature review, exemplar, and peer review) for use by sedation nurses regardless of experience or practice setting. Post-implementation data show 62% adoption of new validation methods after 1 year.
Collapse
|
12
|
Ridge RA. Leveraging the nurse scientist role through entrepreneurial innovation. Nurs Manag (Harrow) 2021; 52:32-38. [PMID: 33789330 DOI: 10.1097/01.numa.0000737620.13138.e1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Richard A Ridge
- Richard A. Ridge is an assistant professor at the University of Virginia School of Nursing in Charlottesville, Va
| |
Collapse
|
13
|
Huang CY, Lee SH, Wu TJ, Sun YC, Tsai LY. Gender role moderates correlation between learning needs and behavioural intention of sexual health care in female nurses. Nurs Open 2021; 8:2655-2663. [PMID: 33704923 PMCID: PMC8363370 DOI: 10.1002/nop2.815] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 10/27/2020] [Accepted: 01/29/2021] [Indexed: 12/21/2022] Open
Abstract
Aim This study evaluated the correlation between learning needs and behavioural intention of sexual health care in female Registered Nurses and to assess the moderating effect of gender role on this relationship. Design In this cross‐sectional questionnaire‐based survey, a convenience sampling of female Registered Nurses was included from Chung Shan Medical University Hospital, Taiwan. Methods Three questionnaires were used to obtain self‐reported data on learning needs, behavioural intention and gender role. Results Based on gender role scores, 11.8% of participants were feminine, 10.0% were masculine, 31.0% were androgynous and 47.2% were undifferentiated. Significant positive correlations between learning needs and behaviour intention were observed in the total population as well as in undifferentiated, feminine and androgynous nurses (all p < .05). Learning needs were positively associated with the behavioural intention of sexual health care in female nurses, which was moderated by gender role (F = 2.868, p = .036).
Collapse
Affiliation(s)
- Cheng-Yi Huang
- Department of Nursing, Chung Shan Medical University Hospital, Chung Shan Medical University, Taichung, Taiwan
| | - Shu-Hsin Lee
- Department of Nursing, Chung Shan Medical University Hospital, Chung Shan Medical University, Taichung, Taiwan
| | - Tzu-Jung Wu
- Department of Nursing, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yu-Ching Sun
- Department of Nursing, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Li-Ya Tsai
- Department of Nursing, Asia University, Taichung, Taiwan
| |
Collapse
|
14
|
Lee K, Jung D. Examination of the Educational Needs of Home Visit Nurses: A Cross-Sectional Descriptive Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052319. [PMID: 33652984 PMCID: PMC7967676 DOI: 10.3390/ijerph18052319] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 02/19/2021] [Accepted: 02/20/2021] [Indexed: 11/16/2022]
Abstract
This study aimed to identify educational needs and determine priorities in nursing care for home visit nurses providing services within the national long-term care insurance system in South Korea. This cross-sectional descriptive study assessed the educational needs of 92 home visit nurses. Participants' characteristics were analyzed using percentages, averages, and standard deviations. Educational needs were calculated for participants' current and required competency levels, utilizing the paired t-test, Borich's educational needs formula, and the locus for focus model. Four main categories were identified as top priorities: (1) health assessment, (2) cognitive function care, (3) disease management, and (4) medication management. The study's findings could support the development of appropriate and responsive education and training programs for home-visit nurses-as it reflects the actual needs of this group.
Collapse
|
15
|
Becoming Trauma Informed: Validating a Tool to Assess Health Professional's Knowledge, Attitude, and Practice. Pediatr Qual Saf 2019; 4:e215. [PMID: 31745518 PMCID: PMC6831052 DOI: 10.1097/pq9.0000000000000215] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Accepted: 08/15/2019] [Indexed: 01/14/2023] Open
Abstract
To effectively address the negative health effects of early childhood trauma and adversity, healthcare professionals and healthcare institutions must understand the impact of adverse childhood experiences and trauma on health. This study aimed to validate a tool to assess knowledge, attitude, and practice of trauma-informed care among interdisciplinary pediatric healthcare staff. Methods A 36-item survey tool, "Knowledge, Attitudes, and Practices of Trauma-Informed Practice," was adopted and modified with permission from the author. We administered the survey electronically to 2,659 staff at a pediatric healthcare institution. To assess the tool's reliability and validity, internal consistency reliability testing, content validity, and construct validity assessments were conducted. Results A total of 592 surveys were collected, representing a 22.3% response rate. Confirmatory factor analysis revealed that 21 items provided the strongest internal consistency reliability for the overall tool and each factor. The overall Cronbach's alpha for the 21-item tool was 0.86, with 0.84 for the knowledge factor, 0.74 for the attitude factor, and 0.78 for the practice factor. The goodness of fit based on this analysis was good to adequate, with a 0.077 root mean square error of approximation. Conclusions Healthcare professionals and organizations are in a unique position to improve the health and well-being of their patients by implementing a trauma-informed approach to minimize the impact of adverse childhood experiences and trauma. This validated tool will allow organizations to identify gaps in knowledge, attitude, and practice among staff to subsequently begin developing pointed strategies to achieve a culture of trauma-informed practice.
Collapse
|
16
|
Fares S, Dumit NY, Dhaini SR. Basic and Continuing Education Needs of Nurses Instrument: Development and Validation. Int Nurs Rev 2019; 67:92-100. [PMID: 31131892 DOI: 10.1111/inr.12520] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AIM To develop and psychometrically test the Basic and Continuing Education Needs of Nurses Instrument. BACKGROUND Nurses need to keep updating their knowledge through engaging in continuing education and professional development activities. Continuing education should be based on needs assessment. METHODS Items generated were devised from a comprehensive literature review guided by Morrel-Samuels' guidelines. Psychometric analysis was then performed on data from 3632 registered nurses across 74 Lebanese hospitals. Two-factor structures were evaluated: the one-dimensional structure including all items and a six-dimensional structure proposed by the authors. Reliability, exploratory and confirmatory factor analyses were used. Associations between the total knowledge score and nurses' characteristics were assessed using linear regression. RESULTS AND DISCUSSION The total scale had Cronbach's alpha of 0.93 and the six subscales between 0.74 and 0.82. Exploratory factor analysis on the first randomly drawn sample of the data supported the one-factor structure. Confirmatory factor analysis on the second randomly drawn sample revealed that both structures were acceptable with better fit for the six-dimensional structure. Linear regression showed significant associations between total score and nurses' age, income, education and gender. The tool has satisfactory psychometric properties for registered nurses in Lebanon and demonstrated relevance to the Lebanese context of nursing practice. CONCLUSION We developed a locally adaptable and psychometrically sound instrument to assess the perceived learning needs of Lebanese nurses. Evidence of the validity and reliability of the instrument was provided. IMPLICATIONS FOR NURSING AND HEALTH POLICY At a practice level, the Instrument allows nurse leaders to assess knowledge gaps and respond accordingly to nurses perceived learning needs at the national level thus improving practice and protecting people's health. At a policy level, this study has implications for developing policies, regulations and guidelines in support of nurses' continuing education needs and their professional development.
Collapse
Affiliation(s)
- S Fares
- Hariri School of Nursing, American University of Beirut, Beirut, Lebanon
| | - N Y Dumit
- Hariri School of Nursing, American University of Beirut, Beirut, Lebanon
| | - S R Dhaini
- Hariri School of Nursing, American University of Beirut, Beirut, Lebanon
| |
Collapse
|
17
|
Abstract
Transitioning into the Nursing Professional Development Practitioner role requires development of new knowledge and competencies, which takes time and resources. One healthcare system took advantage of the skills and experience of its expert Nursing Professional Development Specialists to efficiently and economically facilitate novices' role development. They created an online repository of learning materials to provide useful resources and demonstrate various presentation methodologies, thereby sharing their expertise and extending support to those new to nursing professional development practice.
Collapse
|