Personal accounts of satisfying and unsatisfying nursing experiences as a needs assessment strategy

This article describes the assessment process by which learning needs of a select group of nurses in a forensic psychiatric setting were identified and used for continuing education (CE) program planning. To determine whether a gap existed between what the nurses currently knew and what they needed to know in order to have a sense of accomplishment, their personal accounts of satisfying and unsatisfying nursing experiences were analyzed. The factors that influenced these experiences were categorized according to a theory of basic human needs, and learning needs were identified from those categories. Implications for the planning of content and methodology of CE programs for the study group were then developed.     

Assessment of nurses' continuing education needs in Jordan.

This study assessed the learning needs of hospital nurses in northern Jordan to develop programming recommendations for future continuing education (CE) efforts. Although few CE programs exist, a response rate of 85% (n = 171) suggested these nurses have important learning needs. Nurses identified eight priority content areas: critical care, management of cardiac arrest, emergency room nursing, delegation and accountability, power and authority, teaching innovations, seminar management, and patient education. The findings showed that almost two thirds of subjects (n = 110) had not attended a CE program in the previous year, and very few (n = 8) had read nursing journals to supplement their nursing knowledge. Although data suggested lack of motivation to participate in CE programs was a frequent problem, they also indicated CE participation would increase if participants could earn some type of credit for this additional education.     

A strategy to identify the learning needs of staff nurses

Rapidly changing technology and the trend toward specialization make continuing education (CE) vital for today's nurses. Various methods to assess CE needs of nurses are described in the literature. This article outlines an assessment strategy implemented to determine staff nurses' perceptions of their learning needs. In addition, head nurses and clinical directors were surveyed regarding their perceptions of the staff nurses' learning needs. The chosen strategy used limited resources to contact a large number of nurses within a short time frame. Results indicated that the three groups surveyed perceived similar learning needs for staff nurses.     

Learning needs of nurses working in Canada's First Nations communities and hospitals

BACKGROUND: What are the learning needs of nurses providing services to Canada's First Nations Communities and Hospitals? First Nations (or Indian Band) are similar to communities except some comprise more than one geographic Native community. Aboriginal (or Native) individuals are members of the North American Indian, Inuit, or Métis peoples of Canada; those who reported being a Treaty or Registered Indian (with the Federal Government); or those who are members of an Indian Band/First Nation. METHOD: A Canada-wide survey was completed to determine the learning needs of nurses working with Canada's Aboriginal persons. RESULTS: Nurses indicated both broad and specific aspects of their clinical practice, which were important to their continuing education (CE) needs. Broad thematic areas for continuing education included the following: emergency/acute care and obstetrics/gynecology clinical skills, health and physical assessment, mental health, and prenatal and postnatal care. Specific areas nurses cited for CE included issues related to: victims of violence; non-compliant clients; substance abuse; and fetal alcohol syndrome. CONCLUSION: This study examined the learning needs of nurses working with Canada's Native people and provided a basis for comparing and contrasting CE issues of these nurses to other nurses working in remote locations around the world.     

Meeting the continuing education needs of nurses in rural settings

Access to continuing education (CE) for rural nurses is hampered by distance, cost factors, and the lack of sufficient personnel to provide coverage when nurses are away from work. Additionally, because rural nurses function as generalists rather than specialists, CE programs should focus on the generalist perspective. The Nevada Area Health Education Center (AHEC) has developed a partnership model for providing CE that addresses these considerations, bringing educational programs to the rural site eliminates travel, cost, and coverage problems for the hospitals. In turn, a close working relationship between AHEC and rural personnel to assess needs and coordinate the planning is critical. Attention to logistical detail is critical. The partnership model described is the foundation of a year-round CE program for nurses working in rural and frontier areas.     

Continuing education needs and barriers for public health nurses in Aboriginal townships in Taitung, Taiwan

In the fast-changing arena of health care, it is important for public health nurses (PHNs) to receive professional training through continuing education (CE) to maintain practice competencies in the community. However, little information is currently known about needs for and barriers to CE for PHNs in role transition; therefore, the aim of this study was to identify CE needs and barriers for 21 PHNs in four Taitung Aboriginal townships where density of Aborigines is the highest in Taiwan. Focus group interviews were used to collect data. Interview data were then analyzed using the four step processes of data analysis suggested by Webb and Kevern (2001). The results indicated that CE for PHNs in Taitung was limited. Community assessment, psychological consultation, gerontological care, palliative care, statistical analysis and interpretation, and emergency care were identified by PHNs as CE needs. For CE barriers, about 98% of the PHNs indicated that long distance traveling was the main barrier. Family factors and inadequate support from administrative leaders were the next. It is concluded that establishing local nursing schools, using the Internet to provide CE, and planning computer systematic education courses may reduce barriers for PHNs in Taitung county.     

Mandatory continuing education: past, present, and future trends and issues

Mandatory continuing education (CE) for nurses continues to be a viable means by which nurses can remain competent in the face of ever-increasing knowledge and technology in the health care setting. A multiplicity of CE providers, offering a variety of teaching approaches, exists to ensure nurses remain competent and advance in their fields of practice. Presently, more research must be conducted to measure the effectiveness of CE programs on patient care outcomes. Scholarly investigation may assist in justifying mandatory CE for nurses if positive patient care outcomes can be identified. Several states are regulating professional nursing practitioners by requiring CE. Although some states have not endorsed mandatory CE for nurses, it is likely that more state boards of nursing will continue the slow but steady trend of requiring CE for relicensure--especially if research establishes positive patient care outcomes.     

Program characteristics influencing nurse selection of CE offerings.

The purpose of this study was to identify program characteristics that influence decision-making in the selection of continuing education (CE) offerings by registered nurses licensed in a state with mandatory CE. A sample of 238 nurses were asked to identify the level of importance for 35 CE program characteristics on a Likert-like scale. The data indicated that all characteristics were of some importance to participants, with high levels of importance given to items demonstrating professional values. The findings suggest that even though CE may be mandatory, nurses still select educational offerings on the basis of quality and contribution to their professional practice.     

HIV care: continuing medical education and consultation needs of nurses, physicians, and pharmacists.

This article explores the impact of provider characteristics on their HIV-related continuing medical education (CE) attendance, consultation needs, satisfaction with skills, and willingness to provide care. A total of 731 users (52% physicians, 26% nurses, 11% pharmacists, and 10% nurse practitioners and physician assistants) of an HIV consultation were surveyed by mail (76% response). Significant differences in provider variables were found to be related to HIV experience and profession. Experienced providers reported more CE, more satisfaction with skills, lower consultation needs, more consultations sought, and more willingness to take new patients than other providers. "Unwillingness" was commonly explained by concerns over quality of care or staying up-to-date. Relative to physicians, nurses had more CE hours, were more dissatisfied with their skills, and had greater consultation needs. Although all providers had high consultation or CE needs in some areas, accessibility to such programs is particularly important for low-volume providers.     

Program planning for the certified emergency nursing review course

Preparation for the CEN Review Course is time-consuming, but when the above steps are followed, it will prove successful and rewarding for both the sponsors and participants. As members of a professional association and coordinators of an education offering, a vital role as a CE provider can be filled. It is through the efforts of those planning the course that the ENA and its members are able to meet the CE needs of nurses.     

A study of diagnostic reasoning in pediatric nurses.

PURPOSE: To examine the data collecting and interpreting phases of the diagnostic reasoning process used by practicing pediatric nurses and to determine: (a) types of information deemed important for planning nursing care; (b) the functional health patterns addressed; and (c) frequency of validation of early hypotheses. METHOD: Thirty-four registered nurses who attended continuing education pediatric nursing workshops were asked to analyze a written simulated case study discussing maternal-infant interaction. Diagnostic cues in the case study were based on a framework that consisted of a clinical nursing model of maternal-infant interaction and selected nursing diagnoses. Open-ended questions were used to examine subjects' attention to and interpretation of these cues. FINDINGS: All subjects identified information related to the child's physical needs and the mother's responsibility to meet those needs as important for planning nursing care. There was less attention given to the interaction of mother and child. The most common response was identification of cues associated with five functional health patterns (29.4% of subjects). The functional health pattern, coping-stress tolerance, was addressed least often, although all nurses identified cues associated with role relationship. Only 38% of the subjects identified the need for validation of early hypotheses. CONCLUSION: The findings support the need for further research on the diagnostic reasoning of pediatric nurses. Recommendations include methods to enhance pediatric nurses' collection and interpretation of data specific to the pediatric clinical setting.     

Comparison of oncology nurse and physician use of the Internet for continuing education

BACKGROUND: In the past 10 years, there has been a dramatic increase in published literature on the topic of Internet use by healthcare professionals. Learners and organizations providing grants to the continuing education (CE) division of a medical education and publishing company have expressed increasing interest in the area of Internet CE. To quantify and analyze this trend, the company began using surveys to evaluate this growing area of interest. METHOD: Since 1998, annual surveys at the annual meetings of the Oncology Nursing Society and the American Society of Clinical Oncology were used to determine trends in educational use of the Internet for CE. FINDINGS: Internet use and frequency of use, including use of the Internet for CE among both nurses and physicians, have been increasing. When asked what would make these professionals more likely to use the Internet for CE, both indicated making the activities low cost or free and easier access. CONCLUSIONS: Nurses and physicians are looking to the Internet for quick access to reliable information, thus challenging CE educators to develop ways to implement Internet CE activities quickly. Ongoing needs assessment of target audiences and evaluation of the effectiveness of Internet CE is essential to optimizing the role of this educational format for healthcare professionals.     

The casualisation of nursing jobs: a management response to having to do more with less

Restructuring of health care has raised a number of issues affecting nurses and nursing which have been documented over the last half decade. However, comparatively little attention has been given to staffing arrangements, particularly in relation to casualisation. This empirical South Australian study identifies three management responses to the current climate: working nurses harder, working smarter and casualising nursing jobs. The paper suggests that the identified trend to increasing casualisation, which is likely to point towards a national nursing labour market trend, needs to be considered in terms of cost and workload issues. It also suggests that the question of where responsibility for the professional development of casual nurses rests needs to be addressed.     

The duty of nurses to meet patients' spiritual and/or religious needs

As part of giving holistic care, nurses have a duty to meet the spiritual, religious and cultural needs of patients. These aspects of care are clearly identified in the Nursing and Midwifery Council's standards for nurses. According to the latest Census, 76.8% of people claim to have a religion. It is recognized that while people may not have a religious affiliation, they may have spiritual needs. The article considers the concepts of spirituality and religions and the significance of meeting these needs from the patient's perspective. Research-based evidence demonstrates that patients' spiritual and/or religious needs are not always addressed by nurses. Barriers to giving spiritual/religious care are identified and spiritual assessment tools are considered.     

Pharmacists' preferences for continuing education and certificate programs

OBJECTIVE: To conduct an assessment of the needs and interests of West Virginia pharmacists with respect to continuing education (CE) and certificate programs (CP) versus a nontraditional PharmD program (NTP). METHODS: A cross-sectional study was conducted. The survey was mailed to 2800 West Virginia University School of Pharmacy alumni and West Virginia licensed pharmacists. The survey collected data pertaining to pharmacists' perceptions for the needs of CE, CP, and the NTP program; the optimal structuring of these programs; and the demographics of participants. RESULTS: A 24% (674) usable response rate was achieved from two mailings. Respondents were asked to address all areas of interest: approximately 75% showed interest in enrolling in CE, 45% in CP, and 40% in the NTP program. Interest levels varied across demographic and practice characteristics. Seven methods of instruction were evaluated by pharmacists, with live lectures being the most preferred for both CE and CP. Interest for specific content areas and topics for CE workshops and CP were identified. The type and amount of employer support and willingness to pay for enrollment in the two types of programs were obtained. Markets' needs for CE and CP were identified for five typical pharmacists' profiles (e.g., staff pharmacists in community practice). CONCLUSIONS: Results can be used by CE providers to develop CE and CP programs of most interest to pharmacists and target them to appropriate demographic segments in order to be cost-effective.     

A feasibility study on the adoption of e-learning for public health nurse continuing education in Taiwan

The purpose of this study is to investigate the feasibility of developing e-learning and to examine reasons for adopting or rejecting e-learning as an alternative way to conduct continuing education (CE) for public health nurses (PHNs). A nationwide-based cross-sectional study was conducted with a randomly selected sample of 233 PHNs in Taiwan. A structured questionnaire was used to collect data by mailing methods. The majority of PHNs (88.84%, n=207) showed an affirmative intention towards adopting e-learning as their one way of CE. Reasons for adopting e-learning included achieving life learning, fulfilling personal interests, time-saving, based on job needs, information diversity, flexible in time and space, self-regulatory learning, cost-effectiveness, less impact on family duties and life. Twenty-six PHNs (11.16%) who rejected e-learning as their way of CE indicated main reasons including poor computer competence, lack of personal computer and without internet access, heavy work load, heavy family duties, conflict with personal preference, heavy economic burden, lack of motivation, and low self-control. This study reveals a high feasibility of developing e-learning that coexists with other CE models (e.g. traditional instruction). Reasons analyses provide directions for decreasing barriers for developing a learning model of this new medium for nurses' CE.     

Families, nurses and intensive care patients: a review of the literature

1. Nurses striving to give holistic care to provide quality care for their patients, need to recognize the importance of caring for patients' families. 2. A detailed review of the literature examining the relationships between nurses and intensive care patients' families was undertaken to examine its strengths and weaknesses as a basis for further study. 3. Studies show that although nurses are often in the best position to meet families' needs, their needs are not always met. 4. The building of good relationships with families is essential for nurses, and yet evidence shows that some nurses have difficulties in this area. 5. Good practice is identified and obstacles nurses face in forming relationships with families are explored. 6. Strategies for improving the interaction process between intensive care nurses and patients' families are systematically evaluated.     

Management needs of head nurses and supervisors: designing a continuing education course

Studies have confirmed the need for continuing education (CE) management courses for hospital nurse managers facing new challenges as decentralization has occurred. Increased problem-solving and decision-making skills are necessary as middle nurse managers attempt to manage more effectively in the current healthcare climate. Head nurses and supervisors may well have the most stressful positions in hospitals. A needs assessment of these individuals was conducted in order to design a management course to provide practical knowledge for contemporary nurse managers.     

Implications of the use of unlicensed personnel: a nursing perspective

Many nurses express a tremendous sense of frustration as once again they believe that individuals outside of the nursing profession are moving ahead to dictate the future of nursing practice. A realistic viewpoint reveals that throughout the evolution of the nursing shortage, nurses have not identified effective strategies to deal with manpower problems. Patient needs continue to grow in their complexity and the shortage of licensed nurses to meet those needs remains unresolved. The critical level of our current situation and the proposal of alternatives by nonnursing groups and individuals have given nursing the incentive to take action. Regardless of the motivating force, now is the time for nurses, individually and collectively, to take an active role in addressing the realities of the nursing shortage. All viable alternatives and strategies need to be explored. Proposals for the use of unlicensed nursing personnel may offer acceptable short- and long-term means of resolving current problems. These new ideas and ways of thinking about nursing practice should not be cast aside, but neither should they be implemented without the involvement of nurses. Every nurse must be committed to examining such alternatives, understanding the implications for nursing practice, and supporting the model that best reflects nursing's vision of the future in maintaining high-quality patient care.