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IMSH2015_Sim_curr_development_06Jan2015edAN
- 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 aNeeds 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 theEssential 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 ofData 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 Regulatoryagencies 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 weconsider 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 Informaland 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: FocusGroup 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: DirectObservation 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 Evaluationof 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: Auditsof 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: StrategicPlanning 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 andneeds 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 Thanksto 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 onCurriculum 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
Editor's Notes
- #15 Interviews may include learners, alumni,