This paper presents an annotated literature review of seven peer-reviewed studies examining needs assessment and educational interventions across healthcare and nursing education contexts. The sources address topics including adult learning needs in second-degree BSN programs, self-assessment tools for oncology nurses, learning objectives in psychoanalytic education, palliative care community needs, interdisciplinary learning assessment, public health assessment initiatives, and the development of the GREET guideline for reporting evidence-based practice educational interventions. Together, the studies underscore the importance of structured, outcomes-oriented assessment frameworks in clinical and academic health education settings.
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) presented a model for assessing the learning needs of students in second-degree nursing education. The study was designed to enable assessment of an interactive teaching model, using second-degree BSN students as the study sample. The central research question investigated whether the teaching strategies employed at the second-degree nursing education level adequately met the needs of nursing students. The authors' literature review is relatively concise and identifies an existing gap in learning needs assessment for this student population. The study established at the outset that evaluating the outcomes of existing nursing education programs is essential for developing effective curricula for this student segment.
Method: The researchers employed a qualitative approach, using focus groups and a questionnaire as the primary data-collection tools. Twenty-one students enrolled in a 15-month degree program ending August 30th were selected as the sample; of these, 18 completed the survey. A five-point Likert scale was used to obtain student responses across four determinants identified through career development theory. Each student's motivation for joining the program was also assessed.
Results: The results showed that 61% of respondents considered nursing a career change, while 78% viewed the nursing profession as a source of financial stability and job security. Additionally, 94% regarded nursing skills as critical for helping those in need. The primary motivations for pursuing the BSN degree included preparation for state board examinations, exposure to clinical areas, and acquisition of practical nursing skills.
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 one of the most critical challenges in nursing practice is addressing the knowledge gap that emerges during professional practice. Nurses require a learning tool to support ongoing career development. In the context of oncology nursing, the researchers developed a self-assessment tool by reviewing existing literature, collaborating with an oncology care team, and evaluating standard oncology care practices. This self-assessment tool was intended to make educational interventions more effective.
Method: A collaborative research method was used to develop the self-assessment tool, drawing on literature review, standard oncology care practices, and feedback from oncology specialists. A Likert-type scale was also used to assess nurses' satisfaction with their educational experiences. The primary content source for developing the tool was the Core Curriculum for Oncology Nursing.
Results: After four months of research using a collaborative design, the tool was implemented at the Promedica Cancer Institute in 2009. Distributed along with a cover letter to oncology leaders in operations teams, the tool yielded a low response rate, with only 20 oncology leaders returning nurse feedback. The results indicated that over-estimation and under-estimation are the two main challenges associated with self-assessment tools in oncology, and that self-directed learning should be actively encouraged by 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 psychoanalytic institutes in the United States exhibit a general lack of formal needs assessment for clinical psychoanalysis training. The researcher developed a standardized supervisory assessment tool to help clinical professionals maintain professional competency and self-regulate their advancement of knowledge. The authors emphasized that only clearly defined learning objectives can render educational interventions effective for clinicians. The main elements of any effective intervention program should include:
Six learning objectives were identified: assessment, diagnosis, treatment preparation, technique, formulation, and program supervision. Only demonstrable objectives were to be included in the program, and ongoing evaluation was strongly emphasized by the researcher.
Results: The study concluded that meaningful learning will only occur when objectives are clearly defined and made public. Educational objectives of the program must be well articulated in advance. The findings also indicated that new graduates should be encouraged to pursue their learning objectives with conviction. Furthermore, the development of standard criteria for clinical competence was recommended to provide a clear picture of expected outcomes.
Kwekkeboom, K. (2005). A community needs assessment for palliative care services from a hospice organization. Journal of Palliative Medicine, 8(4), 817–826.
"Palliative care service gaps in Midwest communities"
"Challenges of interdisciplinary group learning assessment"
"Six-state CDC public health assessment strategies"
"Guideline development for reporting EBP interventions"
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