Needs Assessment: Describe An Educational Need You Could Add

Needs Assessment Describe An Educational Need You Could Address By Of

Needs Assessment: Describe an educational need you could address by offering a three-week blended/hybrid course of study. This means that there are online and in-person components. At least 50% of your course must be delivered online. This could be content in a nursing program, or it can address a need you have identified where you work. Do not create a course for patients or the general public.

It must be for nursing students or nurses. Address the following questions. Explain your rationales and provide documentation to support your decisions.

Paper For Above instruction

The rapid evolution of healthcare demands continuous education and skill advancement among nursing professionals. To address this need, I propose developing a three-week blended/hybrid course focusing on "Advanced Clinical Skills in Critical Care Nursing." This course aims to enhance nurses' competencies in managing critically ill patients, integrating the latest evidence-based practices, and fostering leadership in high-stakes environments. The course's hybrid format ensures flexibility and maximizes learning outcomes, with at least 50% of the content delivered online, complemented by hands-on in-person sessions.

Identified Educational Need

Critical care units are increasingly complex environments requiring nurses to possess advanced clinical skills, decision-making abilities, and leadership qualities. Despite rigorous training during initial nursing education, many practicing nurses report gaps in specialized knowledge and confidence when managing critically ill patients. Additionally, evolving technology, new protocols, and interprofessional collaboration demands necessitate ongoing professional development. Evidence suggests that continuous education improves patient outcomes, reduces errors, and boosts nurse satisfaction and retention (Kirkland et al., 2011; Estabrooks et al., 2016).

Course Rationale

The selected course responds directly to these identified needs. It is designed to enhance critical thinking, clinical decision-making, and technical skills, aligning with the American Association of Critical-Care Nurses (AACN) competencies (AACN, 2018). The hybrid structure offers flexibility to practicing nurses who may face staffing shortages, geographical barriers, or scheduling conflicts. Online modules allow asynchronous learning, covering pathophysiology, latest guidelines, and simulation videos, while in-person sessions focus on skills demonstrations, practice simulations, and team-based scenarios.

Course Content and Delivery

The online components include modules on advanced hemodynamic monitoring, sepsis management, ventilator management, and pharmacology updates, supplemented with quizzes and interactive case studies. These modules are accessed via a Learning Management System (LMS), promoting self-paced learning and ongoing assessments. The in-person sessions, scheduled weekly, emphasize skills labs where nurses practice intubation, IV insertion, and patient assessment under supervision. Simulation scenarios mirror real-life emergencies, fostering teamwork and rapid response skills.

Supporting Documentation

Supporting this proposal is research demonstrating that hybrid courses effectively improve clinical competencies among nurses (Garrison et al., 2010). Additionally, surveys indicate that nurses prefer flexible learning modalities that respect their professional commitments (Billings & Halstead, 2016). The course design leverages adult learning theories, emphasizing self-directed learning, experiential activities, and immediate application of skills in clinical settings (Knowles, 1984).

Expected Outcomes

The anticipated benefits include increased confidence and competence in critical care procedures, improved patient safety, and enhanced interprofessional collaboration. Metrics for success would involve pre- and post-course assessments, participant feedback, patient outcome data, and observed improvements in clinical practice. Long-term, the course aims to foster leadership skills essential for advanced practice roles and foster a culture of continuous professional development.

Conclusion

This three-week hybrid course addresses a vital educational gap within critical care nursing. Its flexible format, evidence-based content, and practical focus aim to empower nurses to deliver high-quality care to critically ill patients effectively. Implementing such a course aligns with ongoing professional development mandates and contributes to the broader goal of advanced nursing practice excellence.

References

• American Association of Critical-Care Nurses (AACN). (2018). AACN Synergy Model for Patient Care. AACN.
• Billings, D. M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty. Elsevier.
• Estabrooks, C. A., et al. (2016). Continuing professional development among nurses: An overview. Journal of Nursing Management, 24(1), 5-8.
• Garrison, D. R., et al. (2010). Blended learning in higher education. Routledge.
• Kirkland, J., et al. (2011). Impact of continuing education on clinical practice. Journal of Nursing Education, 50(8), 433-438.
• Knowles, M. S. (1984). Andragogy in Action. Jossey-Bass.