Utilizing a learning needs assessment for a defined emergency curriculum

37^th Asia-Pacific Nursing and Medicare Summit

OCTOBER 20-21, 2017 OSAKA, JAPAN

Kifah Husain Awadallah

Cleveland Clinic Abu Dhabi, UAE

Scientific Tracks Abstracts: Adv Practice Nurs

Abstract :

This presentation highlights the need for a learning needs assessment for registered nurses prior to the planning of a specific and comprehensive curriculum. In this method nurses are empowered to drive their own education and professional development. The presentation will elaborate on the technique used for stratifying specific skills and the development of a calendar for professional development. Building a start-up organization in the Middle East from a USA-based hospital franchise integrated caregivers from around the world with backgrounds of different scopes of practice and models of care. Time constraints for reviewing skills presented complexity; however, the development of general, advanced and individualized content was imperative. Engagement of that staff was essential for sustainability of learning and retention of their valued clinical practice. The learning needs assessment was a tool that was created for the caregivers to self-report learning needs. As adult learns, this substantiates the need to know what is not known. This proposed method of creation and delivery of nursing curriculum was important in adapting learning for the audience. This was a strategy to increase engagement and maximize the efficiency using restricted time available to present the most relevant content for the learner. The learning needs assessment was the foundation for structuring the curriculum based on current caregivers, rather than assuming the needs based on what is typically taught. A learning needs assessment has a profound impact in the development and structure of a specific unit�¢����s curriculum. References 1. Andelson, R., Manolakas, D., & Moore, D. (1985). Assessing educational needs. In R. Andelson, F.S. Watkins & R.M. Caplan (Eds.), Continuing education for the health professional: Educational and administrative methods (pp.15-28). Rockville, MD: Aspen Systems Corporation. 2. Cain, J., & Piascik, P. (2015). Are serious games a good strategy for pharmacy education? American Journal of Pharmaceutical Education , 79(4), 47. 3. Grant, J. (2002). Learning needs assessment: assessing the need. British Medical Journal; 324, 156-159. 4. Li, J. (2014). Needs analysis: An effective was in business English curriculum design. Theory and Practice in Language Studies, 4(9), 1869-1874. 5. Pilcher, J. (2016). Learning Needs Assessment: Not only for continuing education. Journal for Nurses in Professional Development, 32(4), 185-191. 6. Wiltcher, E. (2015). Identifying the most effective educational concepts for nursing instructors. Journal of the National Society of Allied Health, 7. Yuen, F. (1987). Multi-dimensional approach: a task for curriculum development. Journal of Advanced Nursing, 12, 57-62.

Biography :

Kifah Husain Awadallah has been a Senior Nurse Educator and currently the Senior Nurse Educator at the Cleveland Clinic Abu Dhabi for the Emergency Medicine Institute, Imaging Institute and Critical Care Transport. She is a graduate of Case Western Reserve University in Cleveland, Ohio. She was previously a Chemist and worked as a Laboratory Manager for the Center for AIDS Research at University Hospitals in Cleveland. She is an active Member in the Emergency Nurses Association (ENA).