IMSH2015_Sim_curr_development_06Jan2015edAN

IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

Step 1: Problem Identification & Needs Assessment

Presenters/Authors:

Jason Zigmont

Wanda Goranson

Akira Nishisaki


Disclosures

Jason Zigmont, PhD, CHSE-A

Nothing to Disclose

Wanda Goranson, MSN, RN-BC, CHSE

Nothing to disclose

Akira Nishisaki, MD, MSCE

AHRQ R18 (for tracheal intubation research)

Nihon Kohden Inc (not relevant to this topic)


Sim Spin on Curriculum DevelopmentThe Five Step Process


Learning Objectives

At the end of this session, the participants will:

1. State how identifying the problem is the first step in

designing a simulation based educational program.

2. Identify the strength and shortcomings of various

needs assessment methods.

3. Determine the problem and select specific needs

assessment methods for audience case examples.


Identification of the Healthcare Problem

• Whom does it affect?

• Patients

• Health Care Professionals

• Educators

• Society

• What does it affect?

• Clinical Outcomes

• Quality of Life

• Quality of Healthcare


General Needs Assessment

ImprovedOutcomes

Zigmont et. al, (2011) Theoretical Foundations of Learning Through Simulation. Seminars in Perinatology, April

2011, Vol. 35, Issue 2, p. 47-51

Individuals Experiences

Environment

• Existing Mental Models

• Willingness to Learn

• Mistakes or Errors

• Ability to use skills

• Support/Challenge Learning

• Skilled Mentors


‘Fixing’ the Problem

Current Approach

IdealApproach

Educational Intervention

• What is the current approach?

• Why is the current approach used?

• Who supports the current approach?

• What challenges the current approach?

• Is there research to support the ideal approach?

• How will success with the ideal approach measured?

• Is the change worth the effort?


• Most definitions on learning needs include the word “gap” or “discrepancy”.

• This gap or discrepancy exists between the desired level and the actual level of knowledge, skills, and attitudes

Targeted Needs Assessment Definition

Why Complete a Needs Assessment?

Needs assessment is an essential step for simulation-based educational curriculum development because it will:

Help gettingorganizational

buy-in

Provide data to make decisions

Maximize the use of limited educational resources

Enhance learning effect as

the education becomesmore relevant

to learners

Avoid teachingwhat the learner

already knows or teachingabove the level of the learners

Refine theeducational

contents


What are the Essential Steps

for Conducting a Needs Assessment?

Step 0: Assess the educational needs of the topic

Step 1: Decide the contents of the needs assessment

Step 2: Choose methods to conduct needs assessment

Step 3: Analyze the results of needs assessment


Primary Sources of Data

Learners• Employers/future

employers• Preceptor/mentor• Focus Groups• Administration

• Positions descriptions

• Standards• Protocols


Health Care Team

Regulatory agencies

Trends inhealth care

Professionalliterature

Research

Secondary Sources of Data

Records

Reports

Program evaluations


What should we consider before starting Needs Assessment?

• Advantages and disadvantages for each method

• More than one method may be used

• Consider time and resources


Method 1: Interviews

Informal and formal interviews in person or by phone.

Disadvantage

• Subject to sampling bias and interviewer bias

• If formally done, costly in time and effort because trained interviewers and reliability measures are needed

Advantage

• Data usually collected (informal interview)

• Rich information in details

• Good response rate

• Quantitative and qualitative data


Method 2: Focus Group Discussions

Advantage

• Efficient method to conduct multiple interviews at once

• Effective way to bring up multidisciplinary team behaviors

Disadvantage

• Requires skilled facilitators

• Time and financial costs

• Data are solely qualitative

Gather interested personnel to discuss about a problem


Method 3: Questionnaires (Surveys)

Systematic collection of data with each question clearly delineated and justified to be part of inclusion in survey.

Advantage

• Methodologically easy

• Respondents can be geographically or chronologically dispersed

Disadvantage• Requires skills to write clear

non-biased items

• Response bias

• Response rate affects validity


Method 4: Direct Observation

Directly or remotely evaluate the skills and performance

Advantage

• Great to assess skills and performance (clinical environment)

Disadvantage

• Time and effort consuming

• Need to train observers for standardization


Method 5: Tests

Evaluation of performance or cognitive skills in simulated environment (from written test to simulation-based evaluation)

Advantage

• Efficient and objective measures

Disadvantage

• Requires time and effort

• Fidelity impacts validity of assessment


Method 6: Audits of Current Performance

Indirect way of assessing real time performance.

Advantage

• Unobstructive

• Standardized with certain criteria

• Useful for medical record use

Disadvantage

• Difficult for recording omissions

(information bias)

• Costs to hire resources to audit


Method 7: Strategic Planning Sessions

Organizational process of defining its direction and making decisions on allocating its resources.

Advantage

• Involve key personnel

• Clarify responsibilities

• Clarify goals

Disadvantage

• Considerable time and effort

• Requires skilled facilitators



Table Activity

Conclusion

Problem identification and needs assessment is the first critical step for development and implementation of simulation-based educational program.

• Determine what learners require in terms of content and activities

• Involve the target audience in the planning and motivate their future participation

• Must be prepared to be on-going basis as both healthcare and learners’ needs continuously change


References

Altschuld, J. W., & Kumar, D. D. (2010). Needs assessment: An overview. Thousand Oaks, CA: SAGE Publications, Inc.

DeSilets, L. D. (2007). Needs assessments: An array of possibilities. Journal of Continuing Education in Nursing, 38(3), 107- 112.

Gupta, K., Sleezer, C. M., & Russ-Eft, D. F. (2007). A practical guide to needs assessment. Hoboken, NJ: John Wiley& Sons.

Hughes, M. T. (2009). Step 2: Targeted needs assessment. In D. E. Kern, P. A. Thomas, & M. T. Hughes, (Eds.), Curriculum development for medical education (pp. 27 -42). Baltimore, MD: The John Hopkins University Press.

Thompson, D. A., Cowan, J., Holzmueller, C., Wu, A. W., Bass, E., & Pronovost, P. (2008). Planning and implementing a systems-based patient safety curriculum in medical education. American Journal of Medical Quality, 23(4), 271 – 278. doi:10.1177/1062860608317763

Zigmont et. al, (2011). Theoretical foundations of learning through simulation. Seminars in Perinatology, 35(2), 47-51.


24

Questions? Please contact

[email protected]

[email protected]

[email protected]

Thanks to the

SSH Educational Committee

for this Opportunity


THANK YOU for participating in the session!

mailto:[email protected]



Education Committee Members

• JoDee Anderson

• Michael Cassara

• Adam Cheng

• Linda Cimino

• Donald Coerver

• Michael Czekajlo

• Barbara DeVoe

• Renee Dversal

• Denise Foy

• Wanda Goranson

• Danyel Germain

• Sharon Griswold Theodorson

• Akira Nishisaki

• Nichole Oocumm

• Cristian Stefan

• Ronald Ulrich

• Jason Zigmont

Sim Spin on Curriculum Development

The Five Step Process

Step Title Day Time Room

1 Problem Identification

and Needs Assessment

Monday 1:00 MCC204

2 Goals & Objectives Monday 2:15 MCC204

3 Educational Strategies Monday 3:30 MCC204

4 Implementation Tuesday 1:00 MCC204

5 Evaluation and

Feedback

Tuesday 2:15 MCC204

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