Role Specific Needs Assessment

Transcription

1 11.1 Describe the process of assessing, planning, organizing, implementing and evaluating the educational needs of nurses at all levels of the organization. As stated in our Guiding Principles, Massachusetts General Hospital s (MGH) Department of Patient Care Services views learning as a lifelong process essential to the growth and development of clinicians striving to deliver quality patient care. In support of that principle of lifelong learning, The Norman Knight Nursing Center for Clinical & Professional Development (Norman Knight Nursing Center) collaborates with staff throughout Patient Care Services to promote clinical excellence and professional advancement by offering programs that integrate innovations in clinical practice, research, continuing education, and training into patient care delivery. Assessing, planning, organizing, implementing and evaluating the needs of nurses take place in a variety of ways - both formally and informally. At the organizational level, needs are assessed through evaluation of the impact of organizational initiatives, implementation of new procedures or policies, and advancements in the science and technology of patient care. These initiatives and advancements become the impetus for inservice education planning at both the unit and the departmental level. Department Wide Needs Assessment The over 2300 RN full time equivalents (FTEs) within the Department of Nursing are spread throughout a wide variety of specialties making it inappropriate to address the majority of educational needs in a centralized manner. However, as discussed in Force 1.8, the annual Staff Perceptions of the Professional Practice Environment (SPPPE) survey offers an opportunity to identify common themes and areas for educational enhancement. Based on the identification of conflict as an area of concern for staff throughout the organization, the program Workforce Dynamics: Skills for Success was developed and presented by members of The Norman Knight Nursing Center staff. This 8-hour program is described as an interactive experiential workshop in which participants will increase their awareness, knowledge and skills in working with a multigenerational workforce, skilled negotiation and preparing for and effectively engaging in difficult conversations. Additionally, the Common Problems Survey that is included in the SPPPE allows the identification of Common Patient Problems as well as the level of staffs preparedness to address the problems. The findings are then used by the Clinical Nurse Specialists (CNSs) and The Norman Knight Nursing Center s staff to focus Staff Nurse development efforts. For example, in the 2006 Common Patient Problems Survey, 47% of staff stated they sometimes faced end-of-life 1

2 dilemmas and 40% stated they faced such dilemmas often or all the time. In response, The Norman Knight Nursing Center offers the MGH End-of-Life Nursing Education Curriculum (ELNEC) Workshops. This two-day workshop focuses on caring for dying patients across the health care continuum and is appropriate for all health care providers, including all levels of nursing, from nursing assistant to registered nurse to Advanced Practice Nurse, as well as other disciplines including Social Work, Physical Therapy, Occupational Therapy, and anyone else with an interest in care of the dying. Content includes: Overview of Caring for the Dying Pain Symptoms Loss & Grief Culture Communication Quality Improvement The Final Hours Furthermore, the annual nature of the SPPPE survey allows an ongoing evaluation of the impact of these programs. Role Specific Needs Assessment Assessment and planning of educational needs may also focus on specific roles within the Department of Nursing. For example, in 2006, a Clinical Nurse Specialist Leadership Development program was created in response to educational needs identified through a 360-degree evaluation undertaken by the CNS group. In this process, a 360-degree evaluation tool was developed by an MGH task force using customized items from the Center for Creative Leadership (CCL) as well as items reflecting the CNS role. Upon review of the results, the CNSs were asked to craft two leadership goals for the coming year. The goals were then deidentified and aligned with CCL leadership competencies. The goals most frequently aligned with three competencies: Time management, communicating effectively, and forging synergy. During the summer of 2006, a CNS Leadership Development task force was created to plan the first year of leadership development offerings and to develop a curriculum for the CNS Leadership Development Program which will be discussed in greater detail in Force

3 Unit Based Needs Assessment The rapid pace as well as the acute and specialized nature of each patient population requires that educational needs be assessed and addressed on an ongoing basis in both formal and informal ways at the unit level. As one CNS from the Medical Intensive Care Unit describes: I listen to resource report each morning, from which I derive an assessment of the unit and staff's learning needs. Others use a more formal needs assessment survey. The Same Day Surgical Unit CNS distributed a needs assessment tool to staff within the unit (attachment 11.1.a). Based on staff responses, a calendar of educational programming was developed to address the identified needs. 3

4 Attachment 11.1.a SDSU Educational Needs Assessment In an effort to meet the educational needs of all staff members we would greatly appreciate your feedback on this survey. Please provide additional topics/speakers if not listed. We have created the survey to cover all areas of the SDSU practice setting. PLEASE COMPLETE THIS SURVEY BY FRIDAY MARCH 17 TH AND RETURN TO ENVELOPE AT OR CONTROL DESK OR RR DESK. Also let us know how you think it can be presented: such as by presentation/lecture, or brief review on /via bulletin board review or with a hands-on lab. Your area(s) of clinical practice (please circle): Preop OR Pedi Recovery Content/Topic Please rank your top 5 topics (1-5) you feel will meet your educational needs. Preop Assessment Process Pre-existing Medical conditions effect on periop. care of pt. Complementary and Alternative therapies in Perioperative setting Fluid and Electrolyte balance/evaluation New Anesthetic agents What s new in thermoregulation Hemodynamic assessment and monitoring Postoperative Bedside Emergencies Minimally Invasive Surgery Updates DVT prophylaxis update Common respiratory problems Postop Nausea and Vomiting Therapies Dr. Sandberg OR Anesthesia technology update Dr. May: Before and After Dr. May Breast reconstruction Bovie Safety Diabetes: Dr. Godine Occ Health: Needle/sharps safety Identify how you would like this presented using the following codes P/L=Presentation/Lecture BB = Review via /bulletin board HO=Hands-on lab 4

5 Attachment 11.1.a continued Interpreter Services Online clinical resources: Ruth s class Latex Allergy and Glove safety Surg. Site Infection Care if the patient with ICD/Pacemaker Vagal Nerve Stimulator Dr. Patel Knee arthroscopy lab IVCS update: Dick Pino What specific practice item do you want to know more about? Please list Specific patient topics: Gen Surg, Plastic Surg, Pedi, Urology, GYN, OMF, Thoracic, Neuro === Cite specific procedures/service And do you want this to cover all areas such as preop, intraop and post op or only select areas? Write in as many as you like. Clinical recognition program: What you need to know to develop your portfolio Discharge: Case Manager THANK YOU FOR YOUR TIME IN COMPLETING THIS SURVEY!! 5