Volume 18, Issue 9 (December 2020)                   Nursing and Midwifery Journal 2020, 18(9): 722-731 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Jannati N, Ameri A, Salmanizadeh F. ASSESSMENT OF THE MOST IMPORTANT EDUCATIONAL NEEDS OF NURSING STAFF: A CASE STUDY. Nursing and Midwifery Journal 2020; 18 (9) :722-731
URL: http://unmf.umsu.ac.ir/article-1-3959-en.html
ASSESSMENT OF THE MOST IMPORTANT EDUCATIONAL NEEDS OF NURSING STAFF: A CASE STUDY
Nazanin Jannati1 , Arefeh Ameri2 , Farzad Salmanizadeh * 3
1- M.Sc. in Medical Informatics, Health Services Management Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
2- M.Sc. in Health Information Technology, Medical Informatics Research Center, Institute for Future Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
3- Ph.D. Student in Medical Informatics, Department of Health Information Sciences, Faculty of Management and Medical Informatics, Kerman University of Medical Sciences, Kerman, Iran. (Corresponding Author). Medical Informatics Research Center, Institute for Future Studies in Health, Kerman University of Medical Sciences, Kerman, Iran. (Corresponding Author) , salmanifarzad@gmail.com
Abstract:   (2859 Views)
Background & Aims: Investment in education of nurses can help improve performance and the quality of provided services. Training needs assessment is the right step to design appropriate, and cost-effective programs. This study aimed to assess the educational needs of nursing staff. Materials & Methods: This descriptive cross-sectional study was conducted on 150 nurses working in teaching hospitals of Kerman in 2019. Data were collected by a researcher-made questionnaire. This tool has five dimensions of nursing-related tasks (research/audit, communication/teamwork, clinical skills, administrative, managerial/supervisory). The face and content validity of the questionnaire were confirmed by four clinical nursing specialists. For reliability, Cronbach's reliability coefficient was 0.89. Data were analyzed using descriptive statistics and Spearman and Kendall Tau correlation coefficient. Results: Most educational needs of nurses were dimensions of research and audit (9.09), administrative, managerial/supervisory (4.94), and communication/teamwork (3.7). More than one-third of nurses (42%) needed training to design a research study and 30% needed training to assess patients' clinical needs. There was no significant relationship between any of the demographic-occupational characteristics of the participants and the dimensions studied (p
Keywords: Training needs assessment, Education, Educational Assistance Programs, Nurses
Full-Text [PDF 680 kb]   (714 Downloads)    
Type of Study: Research | Subject: پرستاری
References
1. Irajpour A, Nazari F, Alavi M. Educational Needs Assessment of Emergency Centers Staff and Emergency Nurses of Teaching Hospitals Affiliated to Isfahan University of Medical Sciences. Iran J Med Educ 2017;17:126-31. (Persian( [Google Scholar]
2. Gaspard J, Yang CM. Training needs assessment of health care professionals in a developing country: the example of Saint Lucia. BMC Med Educ 2016;16(1):112. [DOI:10.1186/s12909-016-0638-9] [PMID] [PMCID]
3. Faraji-Khiavi F, Saadi S, Amiri E. Educational Needs Assessment among Midwives in Obstetric and Delivery Wards for Accreditation at Educational Hospitals Affiliated with Ahvaz University of Medical Sciences. Depiction of Health 2018;9(2):81-91. (Persian). [Google Scholar]
4. Abaszadeh MM, Nikbakht Nasrabadi A, Vaskouei Eshkevari KH. Assessing educational needs of nurse managers affiliated to state hospitals. Iran J Nurs Res 2010;4(15):16-24. (Persian). [Google Scholar]
5. NekoeiMoghadam M, Mir Rezayi N. The effect of inservice training on efficiency Kerman Medical Sciences University staff. Health Inf Manage 2005;2(1): 40-5. [URL]
6. Danial Z. Effect of total quality management in determining the educational needs of critical wards nurses. Crit Care Nurse 2009;2(3):e8236. [Google Scholar]
7. Sohrabi Z, Loni S, Taavoni S. Determining the Educational Needs of Emergency Nurses in Educational Hospitals of Iran, Tehran, and Shahid Beheshti Universities of Medical Sciences through Delphi Technique, 2013. Iran J Med Educ 2014;14(5):448-64. (Persian). [Google Scholar]
8. Dehghani Kh, Dehghani H, Fallahzadeh H. The educational problems of clinical field training based on nursing teachers and last year nursing students' viewpoints. Iran J Med Educ 2005; 5(1): 24-32. [Google Scholar]
9. Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iran J Med Educ 2006; 6(2): 129-34. [Google Scholar]
10. Hurlbut J, Elkins M. Redesigning an Undergraduate Nursing Research Course Using Innovative Teaching Strategies. SM J Nurs 2018;4(1):1017. [DOI:10.36876/smjn.1017]
11. Potter PA, Perry AG, editors. Basic nursing: essentials for practice. Mosby Incorporated; 2003 [URL]
12. Mohammadi S, Shafeian R. Effectiveness Educational Technologies on Learning Anatomy Lessons from The Viewpoint of Medical Students. Journal of Medical Education and Development 2018; 13(3): 260-7. (Persian). [URL]
13. Vafa S, Chico DE. A needs assessment for mobile technology use in medical education. Int J Med Educ 2013;4:230-5. (Persian). [DOI:10.5116/ijme.5259.4a88]
14. Han H, Nelson E, Wetter N. Medical students' online learning technology needs. Clin. Teach 2014;11(1):15-9. [DOI:10.1111/tct.12092] [PMID]
15. Chen HT. Interfacing theories of program with theories of evaluation for advancing evaluation practice: Reductionism, systems thinking, and pragmatic synthesis. Eval Program Plann 2016;59:109-18. [DOI:10.1016/j.evalprogplan.2016.05.012] [PMID]
16. Fernandez ME, Ruiter RA, Markham CM, Kok G. Theory-and evidence-based health promotion program planning: intervention mapping. Public Health Front. 2019;7:209. [DOI:10.3389/fpubh.2019.00209] [PMID] [PMCID]
17. Jira L, Weyessa N, Mulatu S, Bogale T. Training Need Assessment among Health Care Providers in Public Health Facilities of Benishangul Regional State, North West Ethiopia, 2018. Am J Life Sci 2020;8(5):114-20. [DOI:10.11648/j.ajls.20200805.15]
18. Brennan M. An evaluation of perceived education and training needs of staff nurses and care officers. J Forensic Nurs 2006;2(4):175-83. https://doi.org/10.1111/j.1939-3938.2006.tb00079.x [DOI:10.1097/01263942-200612000-00003] [PMID]
19. Dyck MJ, Kim MJ. Continuing education preferences, facilitators, and barriers for nursing home nurses. J Contin Educ Nurs 2018;49(1):26-33. [DOI:10.3928/00220124-20180102-07] [PMID]
20. Nalle MA, Wyatt TH, Myers CR. Continuing education needs of nurses in a voluntary continuing nursing education state. J Contin Educ Nurs 2010;41(3):107- 15. [DOI:10.3928/00220124-20100224-03] [PMID]
21. Ferreira RR, Abbad G. Training needs assessment: where we are and where we should go. BAR-Brazilian Administration Review 2013;10(1):77-99. [DOI:10.1590/S1807-76922013000100006]
22. Hennessy D, Hicks C, Hilan A, Kawonal Y. A methodology for assessing the professional development needs of nurses and midwives in Indonesia: paper 1 of 3. Hum Resour Health 2006;4(1):8. https://doi.org/10.1186/1478-4491-4-9 https://doi.org/10.1186/1478-4491-4-8 [DOI:10.1186/1478-4491-4-10] [PMID] [PMCID]
23. Hicks C, Fide J. The educational needs of non-specialist breast care nurses. Nurse education today. 2003;23(7):509-21. [DOI:10.1016/S0260-6917(03)00075-3] [PMID]
24. Knox S, Cullen W, Dunne C. Continuous professional competence (CPC) for emergency medical technicians in Ireland: educational needs assessment. BMC Emerg Med 2013;13(1):25. [DOI:10.1186/1471-227X-13-25] [PMID] [PMCID]
25. Yousif AK, Ahmed OY, Osman WN. Training Needs Assessment of Academic Teaching Staff in Faculty of Dentistry, University of Gezira, Sudan 2018. Education in Medicine Journal 2019;11(1):31-41. [DOI:10.21315/eimj2019.11.1.4]
26. Hicks C, Hennessy D, Cooper J, Barwell F. Investigating attitudes to research in primary health care teams. J Adv Nurs 1996;24(5):1033-41. [DOI:10.1111/j.1365-2648.1996.tb02940.x] [PMID]
27. Yamani N, Alizadeh M, Changiz T, Taleghani F. Need Assessment for Master of Science in Family Nursing Curriculum: Using Delphi Technique. Iran J Nurs 2012;24(74):8-18. (Persian). [URL]
28. Hojat M. Need Assessment of Nursing Personnel of Jahrom University of Medical Sciences Using Delphi Technique in 2008. Iran J Med Educ 2011;10(4): 464-73. (Persian). [Google Scholar]
29. Emadzadeh A, Yavari M, Ebrahimzadeh S, Ahmadian N. The effects of dental graduate students' communication skills on patients' satisfaction in Mashhad University of Medical Sciences in 1383. J Mashad Dent Sch 2004;28:69-76. (Persian). [Google Scholar]
30. Frahani M, Kashaninia Z, Hoseini MA, Biglorian A. Impact of training communication skills to nurses on Patients satisfaction with nurse-patient relationship.Iran J Nurs Res 2007;1(2):47-54. (Persian). [Google Scholar]
31. Roter D, Rosenbaum J, Negri BD, Renaud D, DiPrete‐Brown L, Hernandez O. The effects of a continuing medical education programme in interpersonal communication skills on doctor practice and patient satisfaction in Trinidad and Tobago. Med edu 1998;32(2):181-9. [DOI:10.1046/j.1365-2923.1998.00196.x] [PMID]
32. Delvaux N, Razavi D, Marchal S, Bredart A, Farvacques C, Slachmuylder JL. Effects of a 105 hours psychological training program on attitudes, communication skills and occupational stress in oncology: a randomised study. Br J Cancer 2004;90(1):106. [DOI:10.1038/sj.bjc.6601459] [PMID] [PMCID]
33. Wilkinson SM, Gambles M, Roberts A. The essence of cancer care: the impact of training on nurses' ability to communicate effectively. J Adv Nurs 2002;40(6):731-8. [DOI:10.1046/j.1365-2648.2002.02432.x] [PMID]
34. Lau FL. Can communication skills workshops for emergency department doctors improve patient satisfaction?. Emerg Med J 2000;17(4):251-3. [DOI:10.1136/emj.17.4.251] [PMID] [PMCID]
35. Mahdizadeh AH, Taheri Z. Educational needs assessment of nurses working in hospitals of Tehran University. J Nurs Educ 2016;5(3):1-9. [DOI:10.21859/jne-05031]
36. Rosenstein AH, O'daniel M. Disruptive Behavior & Clinical Outcomes: Perceptions of Nurses & Physicians: Nurses, physicians, and administrators say that clinicians' disruptive behavior has negative effects on clinical outcomes. Am J Nurs 2005;105(1):54-64. [DOI:10.1097/00000446-200501000-00025] [PMID]
37. Kanun C, Podratz R. Nurses Educational Needs Assessment: Rochester and Southeastern Minnesota Area. 1981. [cited 2019 May 6] Available from: http://www.Eric.ed.gov/ERICWebPortal/search/etailmini.jsp?_nfpb=true&ERICExtSearch_SearchValue_0=ED205721&ERICExtSearch_SearchType0=no&accno=ED205721
38. Aminoroaia M, Attari A, Maracy MR, Hadipour K, Omranifard V. Assessment of educational needs of nurses working in psychiatric wards of Isfahan hospitals. J Res Behav Sci 2012;10(2):133- 43. [Google Scholar]
39. Mojahed S, Nasiriani K, Dafeie M, Vaezi AA, Karimi H. Assessment of midwifery personnel's continuous educational needs. Iranian Journal of Medical Education 2006; 5 (2)
40. Hicks C, Tyler C. Assessing the skills for family planning nurse prescribing: Development of a psychometrically sound training needs analysis instrument. J Adv Nurs 2002;37(6):518-31. [DOI:10.1046/j.1365-2648.2002.02127.x] [PMID]
41. McCaughan D, Thompson C, Cullum N, Sheldon TA, Thompson DR. Acute care nurses' perceptions of barriers to using research information in clinical decision-making. J Adv Nurs 2002;39(1):46-58 [DOI:10.1046/j.1365-2648.2002.02241.x] [PMID]
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Nursing And Midwifery Journal

Designed & Developed by : Yektaweb