This document outlines a presentation on problem identification and needs assessment, which is the first step in designing a simulation-based educational program. It discusses identifying the problem and whom it affects, as well as general and targeted needs assessments. Several needs assessment methods are described, including interviews, focus groups, questionnaires, observation, tests, audits, and strategic planning. The presentation aims to help participants understand the importance of needs assessment in curriculum development and determine problems and appropriate assessment methods for case examples.

1. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
Step 1: Problem Identification
& Needs Assessment
Presenters/Authors:
Jason Zigmont
Wanda Goranson
Akira Nishisaki

2. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
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)

3. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
Sim Spin on Curriculum Development
The Five Step Process

4. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
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.

5. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
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

6. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
General Needs Assessment
Improved
Outcomes
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

7. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
‘Fixing’ the Problem
Current
Approach
Ideal
Approach
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?

8. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
• 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

9. Why Complete a Needs Assessment?
Needs assessment is an essential step for simulation-based
educational curriculum development because it will:
Help getting
organizational
buy-in
Provide data to
make decisions
Maximize the
use of limited
educational
resources
Enhance
learning effect as
the education becomes
more relevant
to learners
Avoid teaching
what the learner
already knows or teaching
above the level
of the learners
Refine the
educational
contents
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

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

11. Primary Sources of Data
Learners
• Employers/future
employers
• Preceptor/mentor
• Focus Groups
• Administration
• Positions
descriptions
• Standards
• Protocols
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

12. 
Health Care Team
Regulatory agencies
Trends in
health care
Professional
literature
Research
Secondary Sources of Data
Records
Reports
Program
evaluations
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

13. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

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

15. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

16. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

17. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

18. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

19. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

20. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

21. 
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
Table Activity

22. 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
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

23. 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.
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015

24. 
24
Questions? Please contact
jzigmon2@ohiohealth.com
wanda.goranson@unitypoint.org
nishisaki@email.chop.edu
Thanks to the
SSH Educational Committee
for this Opportunity
IMSH 2015 | Simulation Celebration | January 10-14, 2015 | #IMSH2015
THANK YOU for participating in the session!

25. 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

26. 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