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

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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
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:   (2087 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
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Type of Study: Research | Subject: پرستاری

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