Discussion: Planning a Learning Needs Assessment
Introduction: Discussion topic and learners
The advancement of a well-organized Stroke strategy with an aim to provide education to nurses is attributed to be one of the hindrances to managing stroke. The learning needs assessment is undertaken so as to acquire a better understanding of stroke (Truran, November 2010). The analysis of the assessment will be vital in addressing the significant sections of the Stroke action plan, they include; the present strategies and tools for the nurses, the gaps in the education, and the importance of the assessment.
Assessment of the Nurses
The nurses would be assessed using several strategies, for instance;
Literature review: so as to acquire most of the needs assessment methods and procedures was applied, and to add on the current awareness of nursing education needs assessment, an intense literature review would be done. Search engines used are; Google Scholar Health Source/ nursing and NCBI.
Interviews: so as to acquire a clear understanding of the matters at hand, an interview tool was created. This was followed by a Stroke Leads from the HAs which are to be contacted for insight into their education matters and to note relevant informants from the corresponding areas.
Online Survey: an online survey is undertaken using the Survey Monkey tool. Considering that the need to acquire the priority needs and matters that would be in coherence with the present stroke service delivery planning, an indirect assessment was undertaken. The survey was aimed at collecting information from the nurses in areas that had acute care facilities.
After the survey is tested on the nurses and accepted by the HA stroke leads, the link is distributed through email. The link for the survey is sent to the relevant regions for forwarding to the Clinical Nurse Educators (CNEs) and other relevant departments. An email attached would then recommend for further distribution to relevant persons. The survey involved three sections;
- Nursing Educator Demographic information.
- Clinical Subject Matter Needs
- Current Stroke Education Resources, Holes and Needs.
Learning Needs of the assessment
The learning needs that the assessment aims to discover are vital and include;
The Profile of the Survey Respondents
The nurses at different levels handle Stroke differently. Most of the respondents are expected to be from Regional and primary Stroke Centers considering the number of health facilities at this level being quite high. The respondents to this survey are tasked with issuing education to nurses in the neurology, emergency, ICU/CCU, medical and rehabilitation as well as surgical. The regions identified to have low level would be set to receive most of the lessons as they are directly affected by its surge. These nurse would be the most relevant to receive the education assessment plan.
Presence of formal education Plan
The assessment plan was aimed at determining the availability of a formal education plan for Stroke. This plan brings out a strategy which determines as to whether nurses do acquire evidence-related educational prospects (Craig, Dolan, Drew, & Pejakovich, 2006). The nurses from the varied regions would be undertaken. With this information the lessons would be well planned as to the areas that require more focus, the lack of any would require complete education of Stroke.
The time and number of nurses allocated to the Stroke Education
With the desire to acquire a better understanding of the significance of stroke education in relation to other clinical regions, the respondents are to state the number of hours yearly is allocate to stroke education; to plan it, advance it and apply it. The major hindrances in reference literature and relevant informants, while issuing education is the availability of protected time for front line nurses to acquire education. To confirm this, respondents are supposed to acquire an understanding of the time spent in education in comparison to other nursing education.
Summary
This assessment plan is a guide for guiding nurses into offering the best services to their stroke patients (Billings, & Halstead, 2009). The stroke education needs assessment for nurses intensely upholds the significance of undertaking this work and confirms most of the breaches noted while meeting with the shareholders. It is expected that through a focus at the regions, the nurses and the level of education a major step would be acquired in formulating an extensive lesson plan that would play a major role in offering education to nurses.
Bibliography
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis, MO: Elsevier Saunders
Craig, P., Dolan, P., Drew, K., & Pejakovich, P. (2006). Nursing Assessment, Plan of Care, and Patient Education. The Foundation of Patient Care.
Truran, H. (November 2010). Acute Stroke Nursing Education Needs Assessment. Heart and Stroke Foundation of BC & Yukon, 4-25.
