Robert, T.E., Pomarico, C.A. & Nolan, M. (2011). Assessing Faculty Integration of Adult learning needs in second-degree nursing education. Nursing education perspectives, 32(1), 14-17. Robert, Pomarico and Nolan (2011) have presented a model for assessing the learning needs of second-degree nursing education. The study was essentially designed In a way that assessment of interactive teaching model was made possible. The second-degree BSN students were taken as the sample of study. The main research question being investigated was that whether or not the teaching strategies being used at the second-degree nursing education level met the needs of nursing students. The literature review being conducted by the authors is somewhat precise and short and identifies the existing gap that exists in the learning need assessment of nursing students. It was identified in the start of study that for program development for this student segment in nursing, it is essential to evaluate the outcomes of existing education programs in nursing.

Method: The method used by the researchers was 'qualitative' whereby 'focus' group and questionnaire fill-up was used as the main qualitative tools for collecting data. Twenty one students were taken as the sample size whereas the duration of their course was 15-month in their degree program that ended Aug 30th. Of 21 students being shortlisted for focus group, only 18 completed the survey form provided to them. Five point Likert scale was used to obtain the responses of students on four determinants that were identified based on career development theory. The motivation for each student to join the program was also assessed.

Results: The results show that 61% of the respondents considered nursing as a career change whereas 78% considered nursing profession as a source of financial stability and job security.

94% of the respondents considered nursing skills as critical for helping the needy. The main motivations behind students taking up BSN degree was preparation for state boards, exposing themselves to the clinical areas, and learning the use of practical skills of nursing.

Jo Brixey, M., & Mahon, S.M. (2010). A Self-Assessment Tool for Oncology Nurses: Preliminary Implementation and Evaluation. Clinical journal of oncology nursing, 14(4), 474-480.

Jo Brixey and Mahon (2010) observed that the most critical aspect of nursing career is filling up the knowledge gap created during the practice of this profession. Nurses need to have a learning tool that they can use to develop their career. Specifically in terms of oncology, the self-assessment tool was developed by the researchers by review of literature, collaboration with an oncology team, and assessing the standard practices of oncology care. The education interventions could be made effective through this self-assessment tool.

Method: A collaborative method of research was used to draw upon a self-assessment tool whereby literature review, standard oncology care practices, and oncology specialists feedback was used to develop the tool. Likert type scale was also used in this study to assess the satisfaction level of nurses regarding their respective educational experience. The main content that was used to draw the self-assessment tool was "Core Curriculum for Oncology Nursing" as primary source.

Results: After four months of extensive research based on collaborative design, the tool was implemented in Promedica Cancer Institute in 2009. Along with a cover letter, this tool was distributed to the oncology leaders in operations teams. The response rate was low as only 20 oncology leaders returned the feedback of nurses using this tool. The results show that over-estimation and under-estimation are two main problems with self-assessment tools in oncology. Self-directed learning should be encouraged by the oncology leaders.

Cabaniss, D.L. (2008). Becoming a school: Developing learning objectives for psychoanalytic education. Psychoanalytic Inquiry, 28(3), 262-277.

Cabaniss (2008) observed that many of psychoanalytic institutes of United States indicate that there is an overall lacking in need assessment for the clinical psychoanalysis. A standardized supervisory assessment tool was developed by the researcher to help the clinical professional maintain their professional competency and self-regulate their advancement of knowledge in the field. The authors have identified that only clear learning objectives can make the educational interventions...

The main elements of any intervention program should be:
Identification of desirable results

Determination of evidence that will corroborate the findings of improvement

Planning the instruction methods and the learning experiences

6 learning objectives were identified such as assessment, diagnosis, treatment preparation, technique, formulation and supervision of the program. Only demons ratable objectives should be included in the program. Again the ongoing evaluation was emphasized by the researchers.

Results: Learning process will only take place when objectives are clear and made public. Education objectives of the program should also be well identified. The results also show that new graduates should be encouraged to be learning with conviction regarding their learning objectives. Development of standard criteria for clinical competence should also be drawn in order to provide a clear picture regarding the outcomes.

Kwekkeboom, K. (2005). A community needs assessment for palliative care services from a hospice organization. Journal of palliative medicine, 8(4), 817-826.

Kwekkeboom (2005) has described Palliative care as an important and comprehensive care that prevents physical, psychological, spiritual, and emotional suffering of patients. These patients are usually attacked with life threatening illnesses. The main objective of this study was to assess the need for palliative care services in Midwest in the metropolitan area.

Method: A survey based approach was used to conduct the study whereby the survey was distributed to health care professionals as well as non-professional individuals and of the total 576 being distributed, only 195 were returned completely.

Results: The results of the study show that the services are not adequately available despite the providers being comfortable in extending the geographical areas covered by their hospice organization. Generally, the lay individuals were found hesitant to accept the presence of emotional and psychological disturbances they faced. The service providers were eager to refer such patients to hospice organizations but complained that individuals should first acknowledge the need for such intervention.

Jones, S., & Watty, K. (2010). Vignette 6 Pluri-disciplinary learning and assessment: Reflections on practice. International Perspectives on Higher Education Research, 5, 195-207.

The authors have observed that deigning group assessments for learning outcomes is a difficult task whereby in context of interdisciplinary context is as difficult to address. The main difficulty for the instructors is to assess that how much emphasis should be placed on discipline knowledge and how much emphasis shall be placed on the interdisciplinary aspect of knowledge in clinical settings. Assessment has been termed as the most important driver of student learning. It has great impact on the perception of learners. Development of employability skills is also another important aspect of learning. Method and results: The method was adopted as a real world scenario in this case and activity-based design was used to test the developed program.

Dhara, R. (2002). Advancing public health through the assessment initiative. Journal of Public Health Management and Practice, 8(4), 1-8.

This article revolves around the CDC assessment initiative under which the six stares were provided with development funds to invest in the health sector. The strategies adopted according to this initiative and the results of these strategies are the main focus of this paper. New York, North Carolina, Missouri, Kansas, Massachusetts, Oregon, and Minnesota were the six states in which this initiative was implemented. Each state represented different results whereby Oregon State partnered with Oregon Medicaid agency for collect and share data about the health status, preventive services of the company, and clinical outcomes. Minnesota partnered with MCOs, Medicaid, and University of Minnesota to develop the assessment framework. Key health status indicators were collected and thereby distributed to the relevant agencies for helping the patients. The main results generated from this study were a set of observations from all the six states. First was that there was need of establishing existing advisory body with clear role and responsibility. Review of collection of data along with setting up priorities was also seen as top most…