Transitioning from Staff nurse to Case management

ORDER NOW

Annotated Bibliography -Learning Needs Assessment
Banta, T.W., & Blaich, C. (2011, January/February). Closing the assessment loop. Change,
43(1), 22-27. doi: 10.1080/00091383.2011.538642
This article discusses some of the difficulty of learning institution to closing the loop assessment. It is important that faculty to become not just in the measurement of the assessment but to use the data to make the change in other words collaborating with colleagues is necessary to determine what need to be improve in their teaching methods. It is necessary to review the information provided in the assessment to see if the core values are reaching the student. The key component doing an assessment is to improve on the quality of learning outcome for the student and the education institution teaching method. By using the assessment to not only assess the student learning but also the assessment of the learning program which is known and double-loop learning assessment process.
Cekada, T.L. (2011, December). Need training? Conducting an effective needs assessment. Professional Safety, 56(12), 28-34. Retrieved from
http://search.proquest.com/docview/909614698?accountid=458
This article provides a comprehensive explanation on the benefits, credibility and
effectiveness of a training needs assessment in the workplace. The purpose of this assessment is to gather information to create the foundation for designing a training program, developing learning objective, and evaluating the learning needs of the employees in the workplace. Using a three tiered approach in conducting a need assessment is the fundamental framework. It encompasses a three level analysis:
• organizational examines the needs and conditions that training is requires.
• operations examine each job"s knowledge and skill requirement and judge against staff actual knowledge and skills.
• individuals is used to exam how an employee perform assign job.
Stakeholders within the organization can collect data by interacting with people or performance
evaluation. Obtain this data will assist the trainer in implementing a creative training program for the organization and employee.
Dickerson, P.S. (2014, March). Needs assessment: Collecting the evidence. Continuing Education in Nursing, 45(3), 104-105. doi: http://dx.doi.org/10.3928/00220124-20140224-11
This article discuss that the common approach of data collection has an impact on the
success of the education activities instead of asking what consider changing the focus to
why? The success of the educating student should be based on the desired outcome of the
topic being taught instead of the yearly needs assessment. The author provided a list of
strategies for collecting data that it purposes is to be used to develop an educational plan.
For example, reviewing risk management data, analyzing quality improve data that
provide information about nursing practice and targeting specific learning needs
of the nurses. Asking question that are significant is necessary in conducting a needs
assessment help provides information that assist the instructor in developing an outcome
plan based on the educational process. It is essential that needs assessment is included in
the activity planning process, to collect information that is relevant in identifying areas in needs of improvement.
Dinur, A., & Sherman, H. (2009). Incorporating outcomes assessment and rubrics into case instruction. Journal of Behavioral and Applied Management, 10(2), 291-311. Retrieved from https://search.proquest.com/docview/196681568?accountid=458
This article provides information on the use of the Outcomes Assessment(OA) as the primary tool used in academic institution to demonstrate the viability and practice of within the school that create and disseminate knowledge. The proper implementation of the outcome assessment plan is fundamental in showing that the school has achieve their goals and objective. Another tool being use to evaluate the student performance is to use rubrics. They are used to provided criteria for the student assignment. Grading rubrics are useful evaluating the written and oral assignments of the students.
Dyson, L., Hedgecock, B., & Tomkins, S. (2009). Learning needs assessment for registered nurses in two large acute care hospitals in Urban New Zealand. Nurse Education Today, 29(8), 821 - 828. doi: 10.1016/j.nedt.2009.04.007
This article was about a study using a descriptive quantitative design to collect data. The data was provided by two different groups and two different hospitals with participant for different nursing level within the hospital. The participant was given the anonymous questionnaire The purpose of the study was to obtain information related upper management learning needs from the clinical nurse and vice versa. The results of the survey indicated RNs working within the acute care setting has higher learning needs. It noted was the differences in perception about each other learning needs. It is apparent that that collaboration between these two groups are needed to ensure the learning needs are being met. But also individual and group learning is also needed to help with each different learning needs of the RN.
Haur, J., & Quill, T. (2011, April). Educational needs assessment, development of learning objectives, and choosing a teaching approach. Journal of Palliative Medicine, 14(4), 503-508. doi: 10.1089/jpm.2010.0232
This article discusses the educational needs assessment components in assessing the educational needs in developing a curriculum for identifying learnings, training programs, staff development and continue education course. There are three components in developing a program needs assessment is used to determine if a revision of the curriculum is need, identify needs in staff development and to identify self-learner. The next step is to create learning objective and outcome statement that students are expected to demonstrate. Third is which teaching method that will provided the expected educational outcome and identified needs of the student. Understand that each of the three components are interrelated that will lead to an improve learning experience for the educators and learners.
Jenkins, J.O. (2010, August). A multi-faceted formative assessment approach: better recognizing the learning needs of students. Assessment & Evaluation in Higher Education, 35(5), 565–576. doi: 10.1080/02602930903243059
The study presented in this article sought to develop a multi-faceted approach to assess the learning needs while involving student in the process. The effectiveness of using this method in the assessment approach requires written feedback from the student. This process allowed the research to analyzed how the student perceived the assessment process. This article also suggests that using a multi-facet formative approach leading to increase in learning. Using the summative approach requires more time to complete, which is taking away time form doing scholarly learning activities.