RAJKUMARI AMRIT KAUR COLLEGE OF

NURSING

NURSING EDUCATION

MATERIAL ON

ASSESSMENT OF LEARNING NEEDS

SUBMITTED TO SUBMITTED BY
Mrs. Anugrah Milton Divya
Assistant Professor M.Sc. nursing 1st year
RAKCON RAKCON

CONTINUING EDUCATION
INTRODUCTION:
Continuing education is an all encompassing term with in a broad spectrum of post
secondary learning activities and programs, used to either obtain additional certifications,
or as critics required to maintain a license. Continuing nursing education programmes
should be developed by nurses and conducted within nursing or in general education
system in co-operation with the nurses.

STAFF DEVELOPMENT
A process consisting of orientation, in-service education and continuing education for the
people of promoting the development of personnel within any employment setting,
consistent with the goals and responsibilities of the employment.
( ANA)

TYPES OF STAFF DEVELOPMENT:

 Induction Training.
 Job Orientation.
 In service education
 Continuing education
 Training for special function
GOAL OF STAFF DEVELOPEMENT
 To assist each employee to improve performance in his or her present position.
 To acquire personal and professional abilities that maximizes the possibility of
career advancement.
DEFINITION:
Continuing education is all the learning activities that occurs after an individual has
completed his
basic education. -
Copper
Continuing education in nursing is defined as planned learning experiences beyond a
basic nursing educational program. The learning experiences are designed to promote
the development of knowledge skills, attitudes for the enhancement of nursing practice
thus improving health care to the public.
“That education which builds an previous education" -Hannon
FEATURES:
• unified approach
• Relationship with other
systems
• Comprehensiveness
• Accessibility for women health
workers.
• Integration with the management
process.
• Analysis of needs as a basis for learning
continuity.
• Internally coordinated.
• Credibility and economic

TYPES OF CONTINUING EDUCATION

• Orientation - To introduce new recruits the basic aspects of the job so that they can
perform their job effectively.
• In service education - For the improvement of knowledge, skills and attitude.
• Management skills and leadership training
• Staff development program- is directed towards expending to the fullest all the
potentials of an individual.
• Individual interest promotion program
• Future oriented program - To prepare learners for the future activities

PRINCIPLES OF CNE
Effective CNE Design Principles by American Association of Critical Care Nurses. Each
educational activity should be developed with:-
 A learning goal (purpose) and explicit measurable educational objective for the learner
that are appropriate for the target audience;

 Gaps in knowledge, skills, practice identified based on the needs assessment which the
activity is designed to address.
 Content congruent with the activity’s learning goal (purpose) and educational
objectives
 Teaching and learning strategies congruent with the activity’s objectives and content
 Criteria for judging successful completion of an activity that are consistent with the
learning goal (purpose), objectives, and teaching and learning strategies
 A method determined for verifying participation in an activity.
OBJECTIVES OF CNE
 Keep up to date with new concepts and development in the health field.
 To increase their basis knowledge and skills and develop positive attitudes.
 Develop an ability to analyze problems and to work with others.
 Meet the challenge of changes in technology
 Maintain standards of health care at acceptable level
 Help in setting standards of performance
 Motivate staff for better patient care
 Meet new needs of the community
 To assist the nursing educator in increasing the teaching effectiveness.
 To develop leadership potential in nurses
CHARACTERISTICS OF CNE
 It is given within and outside the organization. It is designed to meet the demands of
the changing needs.

 It covers:-
 Extension courses Post diploma
Post graduation courses Field observation and experiences
Workshops Seminars
Other different educational activities Outside the organization
Unified approach  Relationships with other systems
 Comprehensiveness Accessibility for women health
workers
 Integration with the management process Analysis of needs as a basis for
learning continuity
 Internally co-ordinated  Relevance in planning
 Credibility & economic Appropriateness in implementation
NEED:
1. To ensure safe and effective nursing care, nurses need to keep abreast with interest,
knowledge and technical advances.
2. To meet the needs of population and should cater to the needs of services.
3. Development of nurses will occur by updating their knowledge and prepare them for
specialization for career advancement.
4. Professional roles are entered as society changes and as new knowledge and
technologies emerge.
5. If the nursing professional is to respond effectively to the challenge of developing wise
leadership and competent practitioners, current social changes must berecognized and
future one foresees.
6. To acquire specialized skills of personnel and meet technological adjuncts.
7. To provide a variety of continuing nursing education opportunities of high quality to
nurse in both education and service changes.
ELEMENTS:-
The philosophy of continuing nursing education
recognize the
1. Learner
• As a person as a nurse and as a citizen, thus continuing nursing education is seen as a
totality a sound philosophy of education recognizes all three aspect of lifelong learning.
• The learner in his life plays many different roles. e.g.: adult, family member, learner,
friend etc. for every aspect of life there are some continuing nursing elements.
• It aims as a self directed learning.
2. Teacher/Nurse Educator
• He has to accept the concept of lifelong learning and his responsibility to encourage
nurses to recognize the values of participating in different type of educational activities.
• Educator must be aware of source of information about related continuing education
activities. E.g. self directed individual study, in service education.
• Teacher should act as a role model.
• The skillful teacher has to aware of difference in learning, what is already know
and encouraging exploration in those areas yet to be discovered.
• Creative teaching is essential.
• Guide and counselor to the learner.
• Motivator and an encourager for the
students.
• Producing instructional materials.
• Select and evaluate materials prepared by others.
• Administrative role like planning, directing, budgeting and evaluation.
PHILOSOPHY:-
Continuing nursing education is concerned with the development of a nurse as a person a
practitioner and a citizen. Nurse philosophy of life, nursing and education beliefs etc will
influence the philosophy of continue nursing education. Nursing is based an knowledge of
the philosophy, psychological functioning of man within his environments, expanding the
knowledge related to man and his dynamic, philosophy field of operation is concern.
• To sharpen the judging and an increased understanding of ideas and values as they
shape personal & social goals.
• To maintain & worth & dignity.
• To shape personal and social
goals.
• To develop basic nursing
abilities.
THE STEPS AND PROCESS OF CONTINUING NURSING EDUCATION
■ Continuing nursing education program should be planned on regular basis.
■ While planning continuing education or in-service education the followings steps needs
to be followed:-
 Identifying the learning needs of the nursing personnel.
 Setting goals and defining specific objectives.
 Planning and organizing course and designing learning experience.
 Assessing available resources.
 Establishing a workable budget.
 Implementing plan of teaching.
 Evaluating the program.
 May restart the process.
PLANNING PROCESS
1. Establishing goals with the purpose and philosophy of the organization.
THE PLANNING FORMULA:- It provides a framework for program planning. It
includes 6 'W’
• What is to be done?
- Understand clearly what is your unit is expected to do in the relation to the work of
assignment to it. Break the unit work into separate jobs in terms of manpower, material
and money.
• Why it is necessary?
- Alternate methods which are necessary to meet the goals.
• How is it to be done?
- Look for better way of doing, it in terms of utilization of man, material and equipment
and money.

• Where is it to be done?
 - Study the flow of work, availability of materials and equipment best suited to do the
job.
• When is it to be done?
-Time schedule for the maximum utilization of time, money and materials.
• Who should do the job?
- Determine what skills are needed to do the job skillfully, select or train the man best
suited to the job.
2. Establishing goals and objectives • Goals serves to stimulate and direct action and
should be reachable.
3. Determines need and priorities of action required to meet the specific objectives.
4. Assess the available resource for establishing the program
5. Plan the budget appropriate for the program.

BENEFITS OF CONTINUING EDUCATION IN NURSING

 New / improved Knowledge and skills • Attitudinal change
 Better performance • Quality patient care
ANALYSIS DESIGN
- Analyze the needs - Emphasis what will be taught
- Goals - Determine training approach
- Priorities - Develop learning objectives
- Resources - Performance measures
- Constraints - Training program specification
- Alternative delivery system
- Determine scope and sequence of training
program
DEVELOPMENT IMPLEMENTATION
- Emphasis on how the content will be - Implement training program
taught - Conduct training
- Lesson plan - Formative evaluation
- Supporting teaching aids - Document training result
- Revise materials - Evaluation
- Conduct summative evaluation
- Analyze collected information
- Initiate corrective action

EVALUATION
Observation, Questionnaires, Interview, self- diaries
 Increased job satisfaction • High motivation

STAGES FOR CONTINUING EDUCATION

FUNCTIONS:
• To meet the health needs and public
expectoration.
• To develop the practicing abilities of the
nurse.
• Recruitment function.
• Recognize gaps in their knowledge.
• To list ability to do final academic study.
• To improve the communication between the participants, faculty, community and
health sector.
• To test the participants ability to do formal academic study.
• To shape support universal educational polices and
practices.
• To ensure the quality of education.
• To maintain academic
standards.
• To meet educational
requirement.

ROLES OF THE NURSE

• Applies adult learning principles when helping nurses learn new skills or information.
• Uses teaching techniques that empower nursing staff.
• Sensitive to the learning deficits of the nursing staff and creatively minimize these
difficulties.
• Prepare the nurses readily regarding knowledge and skill deficits.
• Actively seeks out teaching opportunities for nurses.
• Frequently assess learning needs of the nurses.

ISSUES IN CNE
 Delivery system
 Management
 Control
 Costs
 Lack of time
 Inadequate resources
 Under-funded training budgets
 Conflicting priorities
 Lack of Clarity about what should be done
 Failure to identify, or accept the need.
 Shortfall in training skill or experience
 Fear that trained employee will leave the organization
ASSESSMENT OF LEARNING NEEDS
INTRODUCTION:- An educational need/learning need is basically something we learn
for our good. Learning needs depend on context where a person works and his knowledge
and skill in relation to his role and responsibilities. For e.g. needs of a person who work in
rural area is different from a person working in urban area. Learning needs also depends
on person’s aspirations for future in terms

DEFINITION:- Assessment of learning needs might be to help curriculum planning,

diagnose individual problems, assess student learning, demonstrate accountability,
improve practice and safety, or offer individual feedback and educational intervention.

PURPOSES OF LEARNING NEED ASSESSMENT

1.To help in educational planning/future training planning. Education on the basis of
identified need faces real challenges in making appropriate to and integrated with
professional.
2.To encourages trainee to become aware of his/her own limits which provide a sound
base for future learning
3. To identify short coming’s in trainee’s performance i.e. difference between trainee’s
competence and that required by the task or profession or stage of training.
4.To find out individuals learning needs.

ASSESMENT OF LEARNING NEEDS:

Learning need assessment is a crucial stage in educational process that leads to change in
practice, and also form basis for continuing professional development. If educational
system is formal and not based on learning need assessment it will be instrumental process,
not a creative or professional one. learning need assessment should be identified on the
basis of what has been experienced or what the experienced members of profession.

1. Educational Preperation:
• Master`s degree in his area of nursing expertise or with a doctorate in adult education.
• Credentials with more publications.
• Writing and organizing skills.
• A continuing learner.
• Clinical expertisedness.
• Depth of nursing knowledge and skill in its application.
• Interest in the subject, enthusiasm in teaching
• Skill in working with adult learners.
• Adequate knowledge about teaching skills and methods of teaching.
• Broad base knowledge.
2. Competencies And Other Chare
cteristics:
• Concern for people
• Flexibility
• Sensitive to group
response

• Willing to travel
• Detailed advance preparation and organization for teaching.
• Resourcefulness
• Determination
• Self-Confidence
• A sense of humour
• An innate curiosity
• Love of adventure
•Desire to search the unknown
• Interest in self development and other development.

3. The Faculty Admin istrator:

• Teaching is a part of his responsibility.
• He should posses a high degree of administrative skill.
• He must assess and uses the various abilities of different faculty
members. • Search for faculty with wide varied of talents.
• Helps the faculty members to strengthen their teaching skills.
• Conducive environment for faculty member and learners to promote personnel
and professional development is necessary

4. Motivation Of Learner:
Internal motivation ie, the personal needs desire to learn is more effective than external
incentives like certificates, grades, credits, etc, expand learning opportunity for nurses
which required in their work experience is needed to be motivated. The truly motivated
person will learn without external requirements being placed upon him.
• He learns because he has a need for the knowledge.
5. Involvement In The Learning Process:
Learner has to participate in the learning process learning depends upon student himself.
learning can be done only by the learner.

6.Organised Learning Experiences:

Learner also involved more directly on programme planning and in the conduct of courses
and decided which educational experiences and the activities are most suitable to him.

7. The Needs Of Society

Quality of life and needs of society influences the learning needs of the nurses.
The critical issues facing society can be met by a concerned well informed
citizen who are willing to devote thought, time and energy to their solution. Adequate
preparation for participation approach is essential for continuing nursing education.
8.Universalisation:
Universalisation of continuing nursing education is necessary.
9. The Leisure:
The individual has to learn how to use leisure time constructively,
participate inmore educational activities.

10. Liberal Education

For the effective human practice requires practitioners with the insightunderstanding and
attitudes which can be fulfilled through liberal education.

11.Inter Professional Continuing Education:

Educational programmes now include course content open to all those various
health fields. Nurses have to accept and participate interdisciplinary continuing
education.

PROCESS OF LEARNING NEED ASSESSMENT

• It consists of three steps-

I. Identify Learning needs:- There are many methods of need assessment. Some are
formal and some are informal.

A. Gap or discrepancy analysis: This is formal method of need assessment. It

involves comparing performance with the standard stated. This may be by self
assessment, peer assessment or objective testing.

B. Reflection on action/ reflection in action

• Reflection on action is thinking back on some performance with or without triggers
such as video tape or audio tape and identifying what was done well and what could be
done better.
• Reflection in action involves thinking about actual performance at the time it occurs
and recording identified weakness and strengths at the time.
• It is based on trainee’s perception about his own shortcomings or the areas in which he
feels he has no sufficient experience or exposure.

C.Peer review/ comparison by peers

• It involves peers assessing each other’s practice and giving feedback or perhaps advice
about possible education, training or organizational strategies to improve performance.
• Comparison of trainees with their peers can help to highlight training needs.
• Trainees are encouraged to do this comparison themselves by working together, and
observing each other.

D. Document analysis
A routine review of medical records, charts prescribing letters, test results, incident
reports can be identified learning needs if format is designed in such a way that it
indicates what is satisfactory and where improvement is required.
II.PRIORITIZING NEEDS
• After identifying gaps in performance or learning needs their importance is assessed
and prioritized. • This is an intuitive process.
• Some of the learning needs are appropriate to present circumstances, some will be too
costly or too time consuming.

III. NEED ANALYSIS

• It is finding ways to close the performance gap or meet the need.
• Type of problem identified is a major determinant of learning method chosen, so there
may not be one educational solution for identified needs.
• The analysis should be done along with the trainee.
• Need analysis should also try to identify who, how, where and when the training
might be best employed.

↣ Feedback when has been shown or is doing the task regularly but still has a
• Actions which may be taken includes-

skill deficiency. ↣ Further practices were trainee has little opportunity to

↣ Formal training or further

practice a learned skill

study. ↣ Informal training.

• Now meet with management or coordinating group to check validity of outcome and
obtain general feedback and advice on

PRIORITIES
• Changes in nursing
practice
• Hospital changes
• Community related
changes
• Ethical and legal issues
• Changes in nurse education and
training
• Technological changes

RESOURCES OF STAFF DEVELOPMENT

1. Seminars
 They provide accredited continuing education hours for nurses
 They have to pay the registration fees and the duration may be one day in most
cases
2. Professional journals
3. Public libraries, audiovisual program in addition to many books and computers,
research activities and speakers to community groups.
4. Schools and universities
5. Association
6. Health and inter service agency
7. Other nursing homes
8. Ones own staff
ONLINE NURSING CEUs
• The internet provides nurses access to extremely affordable and high quality
accredited continuing education courses covering a plethora of nursing topics.
• They are the gateway to nursing continuing education for the 21st century.
• In this case the courses are not restricted by geographical barriers financial
hardships or the inconvenience of taking time from work or family.
• Online CEs are inexpensive, up to date with changing trends.

RESEARCH ARTICLE

1. 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 Feb
1;45(2):203-11.
Abstract: 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. A descriptive analytical approach was employed to collate,
summarize, and categorize the literature. 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. 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.
1. Billett S, Leow A, Chua S, Le AH. Changing attitudes about online continuing
education and training: A Singapore case study. Journal of Adult and Continuing
Education. 2023 May;29(1):106- 23.
Abstract: The COVID-19 pandemic has precipitated an unprecedented education crisis,
causing severe disruption to global education systems. One consequence has been an
increased demand for online educational platforms, leading to a shift from face-to-face to
online teaching. This was the case in Singapore where online educational provisions were
quickly adopted and implemented by institutions providing continuing education and
training to adult learners. This paper reports on the data from a survey of 258 participants
on the accessibility and effectiveness of the different modes of learning (i.e. online
learning, face-to-face learning, and a combination of both) based on comparisons prior to
and after the onset of COVID-19. The findings indicate that familiarity with online
platforms enhances the potential efficacy of online provisions of continuing education and
training, but also illuminate issues concerning the kinds of experiences required for
effective continuing education and training, with implications for providers and educators
in and beyond Singapore.
CONCLUSION

Continuing education programme help nurses remain current in nursing skill knowledge
and theory. It involves formal offered by educational and health care institutions. The
main goals of continuing education in nursing are to improve and maintain nursing
practice fulfill professional leaning needs and helping nurses becomes specialized in a
particular area of practice and teaching nurses new skills and technical.

BIBLIOGRAPHY
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Page No: 508- 514.
3. Elakkuvana D.et al.,”Textbook of Nursing Education”, Second Editon, Emmess
Medical ublications, Page No: 311-315.
4. Sodhi Jaspreet kaur, Text book of Nursing Education, “ 2nd edition, Jaypee brothers
Medical publication,2022.
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