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ARN Competency Model for Professional Rehabilitation
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CURRICULUM DEVELOPMENT PAPER
CURRICULUM DEVELOPMENT PAPER 3
Curriculum Development Paper

Curriculum Development Paper
Education is a journey that goes beyond the completion of a
degree and receipt of licensure and certification. Healthcare
organizations, in particular, are vested in ensuring that their
employees receive on-going training and are current in the skills
and education to provide care that impacts their patient's health
and lives. With professional development through training,
employees develop the skills and knowledge necessary to
provide meaningful contributions to their organization and
deliver the quality caring standards that their facility holds the
highest degree of importance.
The nurse educator is the person responsible for ensuring this
education in healthcare industry gets implemented. Just like
teachers, they utilize the process of curriculum development as
a critical tool in organizing what is going to be taught to the
nurses in their particular setting. Lesson planning provides a
unified, systematic lesson and a way to precisely follow the
process of what is being taught from start to finish. This paper
discusses lesson plan for an educational program for
rehabilitation nurses in an inpatient rehabilitation hospital while
caring for patients whose Activities of Daily Living (ADLs) are
impacted because of an illness. The discussion includes the
educational need and rationale, goals and outcomes, objectives,
design model, learner characteristics, content outline, methods
and materials used. Finally, methods are discussed on how to
evaluate the curriculum developed.
Educational Need and Rationale

The primary focus of the inpatient rehabilitation hospital is to
provide patients with training, strategies, support and stability
that they need to attain as much independence as they can to go
about their ADLS and to be able to direct their care (Cournan,
2011). Rehabilitation nurses help patients in many ways in
either managing the patient's health after treatment or the
assistance accorded during the treatment procedure. The after-
treatment process is also referred to as rehabilitation. After an
illness strikes a patient, the recovery period may compromise of
the low capability to perform ADLs. The measure of the ADLs
is known as functional independence. Low functional
independence results to low mobility in patients and poor self-
care. Moreover, that, the autonomy of the patients to perform
different activities is reduced. Consequently, patients may have
to rely on help with certain activities of daily living.
The specialty of rehabilitation nursing contains “a core body of
knowledge, its curriculum and research base, specialty
organization, and certification” (Mauk, 2013, p. 99) and
therefore warrants specialized knowledge, skill sets, and
expertise to achieve positive patient outcomes. This lesson plan
will aid in helping nurses improve the functional independence
of patients. According to Davies, Ellis & Laker (2000), the
rationale of functional independence restoration is to achieve
autonomy and independence as the primary goals of care for
people with low functional independence.
Mauk (2013) states “Nurses need to be educated in the basic
competencies of rehabilitation to provide safe, quality care to
patients with chronic illnesses and disabilities” (p. 99). Staff
education of nurses has a direct link to the therapeutic care of
patients and the functional gains in self-care. Aside from
enhancing the quality of care to patients, education the nursing
staff increases the credibility of the hospital, and positively
affect nurses in areas of job satisfaction, retention, and
confidence in competency skills and their practice.
Goals
Goal-setting is needed to determine achieved outcomes. The

learners for this lesson are the nurses. The major goal of
educating rehabilitation nurses of is to aid the patients who
have a disability or facing chronic illness to regain and
developed consisted maximum function. Therefore, nurses will
always offer their support to patients who are learning to live
with the changed lifestyle. At the same time, the nurses provide
a therapeutic surrounding to the advantage of both the patient
and his family. The nurses take the responsibility to structure
and deploy a strategy for treating the patient which is scientific
in nature and relates to self-care fostering spiritual,
psychological and physical health. The nurses must understand
the critical need of working with a wide variety of patients with
different functional impairments and the different strategies that
would best support self-reliance and independence when they go
back to the community
Learner Outcomes
Upon successful completion of this course, rehabilitation nurses
will be able to do the provide nursing care in a rehabilitation
hospital setting that would allow patients to reach their highest
level of functional independence and prepare them to discharge
in the community. As an outcome, the nurses will be in a
position to clarify and give specifications on each functional
task related to ADLs and mobility that promotes a patient’s
independence. The nurses also need to comprehend the role that
professionalism plays within the ingrained scope and set
standards in rehabilitation (Singleton, 2000).
Learning Objectives
The learning objectives help with narrowing down to a
given topic in an area with a broad scope. Objectives serve to
provide direction, guidelines and convey the intent of the
instruction to others. Furthermore, the objectives aid the
learners to predict the likely outcome at the end of the study.
The following are the objectives of this lesson plan for
rehabilitation nurses (Association of Rehabilitation Nurses,
2016). First, at the end of the lesson, nurses will get the
necessary skills and knowledge needed to offer care to people

facing chronic diseases and physical disability. Second, learn
how to conduct the educational and appropriate resources in
design and implementation of a plan individualized focusing on
client and his/her family. Third, know how to carry out with
hands-on experience in nursing care to achieve high-quality
services. Fourth, know how to give direction and supervising
ancillary nursing personnel, apply problem-solving techniques,
professionalism in judging, excellent time management skills
and proper delegation of duties (Davies, Laker & Ellis, 1997).
Fifth, be able to arrange activities in nursing care effectively
and efficiently while collaborating well with fellow members
from the other related rehab group to accomplish overall goals.
Sixth, know how to implement the holistic approaches needed to
achieve the vocational, medical, environmental and educational
requirements of the patient. Seventh, the nurses, should be able
to use both written and oral communication skills and maintain
a rapport with their customers, relatives, health officers and
make sure the legal documents and reimbursement requirements
are met. Eighth, the nurses at the end of the lesson, shall be able
to play as a role model and resource to the participants in
activities such as professional groups and nursing committees
dedicated to improving nursing care and advancing the
professional restoration approach. Ninth, the outcome will
facilitate the nurses to take responsibility in educating the
community concerning the acceptance of people living with
disabilities and reducing the chances leading to disability.
Tenth, the nurses, will learn how to an emphasis on the
recommendation given by the doctors and also maintain contact
with the patient so that he/she can receive continued assistance
upon discharge.
Design Model
The instructional design model should be able to allow
reviewing progress at any level and allow for change
recommendation. The Analysis, Design, Development,
Implementation and Evaluation (ADDIE) model seems suitable
for this type of a study. The acronym stands for the five phases

included in the process which are interrelated. The first two
phases are analysis and design. The middle phase consists of
development. The last two phases include implementation of the
plan and evaluation of the results. The major advantage of this
model is the flexibility in creating effective learning and
instructional material.
Analysis Phase
The main issue is identified and detailed such as the level of
functional independence of a patient and the ailment which
caused it. The nurse sets the goals for the patient. The measures
that will be used to determine the success achieved in response
to the therapy is determined. Other useful information such as
the demographics, surrounding, likes, and the capabilities of the
learner are identified.
Design phase
A critical stage, the design phase determines whether the
selected means will give the maximum results. The learning
objectives get tackled and both the nurse and patient start
working on them. The methods that the nurse uses to deliver the
message or aid the patient to improve his/her mobility are
assembled. Besides, the physical activities that need be
exercised by the patient are decided in this phase. The preferred
content and subject matter of the illness is given outlined.
Lastly, the asset to use such as videos, storyboards, and pictures
need to be stated at this stage.
Development phase
This stage is entirely based on the output of the design phase.
The actual composition of the interactions and learning content
in the second step happens here. Content intended to be used is
written. Production of the pictures, films and graphic material
to be used is done.
Implementation phase
At this stage, the content and materials for learning are
delivered either to the learning management system or give to
the person in charge of training ready for use. Again, the

instructional designer gives any relevant training required by
the nurses or the patient's relative who will help with the
rehabilitation process.
Evaluation phase
The nurse is responsible for determining how the anticipated
success will be like and how that success is subject to measure.
There are two means used in the evaluation of the progress
namely summative and formative. During the processes of
development and design evaluation is done on an iterative
approach known as formative evaluation. The evaluation is
repeated throughout the whole ADDIE phases. Once the
material needed for training are delivered, some tests are run
referred to as summative assessment. These tests act as the
determinants of whether the intended goals of the whole process
have been achieved as stated in the first phase.
Learner Characteristics
The target audience for this curriculum is rehabilitation
nurses. As adult learners, the teacher needs to recognize and
utilize the nurse's abilities to self-plan and that they are
inherently self-directed. This means that consideration of their
learning as adults needs to account for such that the teachers' is
more facilitator and director of the learning process as opposed
to someone who merely disseminates information (Young,
2003). While all of these students are licensed professionals,
there is a diversity regarding gender, race, cultural affiliations
and background. There might also be a huge gap in experience
as rehabilitation nurses; some might be new graduates while
others are seasoned, nurses. The nurse educator’s skill in being
able to be more than just a lectured comes into play. The
teacher will need to effectively convey the various roles of
guide, coach, mentor, role model, challenger, and motivator.
Learning Theory
The social cognitive theory is a good choice planning to
rehabilitate patients and help them regain their normal living

style. One of the greater advantages of this theory it offers the
psychological approach which can be used to better the spiritual
strength of the patients. Another advantage such as better
communication can be fostered through this theory. This theory
allows learning through the media such as audio, videos, and
images (Suhonen, Välimäki & Leino-Kelpi, 2008). Use of
audiovisuals has decided to have media material used in this
plan. Therefore, this theory will help us to maximize our
learning material. Besides, the learners have the chance to learn
from their surroundings. The social cognitive theory gives the
patients another chance to experience, store and recall how they
ought to behave.
Content Outline
Completion of content translates into the coverage of the plan.
An outline is essential to act as a guide directing the nurses and
patients how each activity ought to be performed. With that
approach, it becomes easy to track the progress of learning the
curriculum. A well-outlined procedure acts a guide in the
completion of the content and activities included within the plan
(Chesbro, Conti & Williams, 2005).
I. Introduction
A. Rehabilitation Hospital Mission and Vision
B. Specialty of Rehabilitation Nursing
C. Rehabilitation standards and scope of practice
II. Health and Safety for Healthcare Professionals
A. Body Mechanics
B. Prevention of Transmission of Infectious Agents
1) Hospital policies and procedures
2) Use of protective equipment
III. Patient population and needs
A. Diseases and conditions requiring rehabilitation
B. Deficits and Needs
1. Functional deficits
2. Mobility deficits
3. Sensory Impairments
4. Cognitive deficits

5. Feeding problems
6. Elimination deficits
V. Rehabilitation practices that promote functional
independence
A. Positioning and Mobility
1. Proper positioning
2. Techniques and Actions in Ambulating the Adult Patient
3. Falls Prevention strategies
B. Active and Passive Range of Motion Exercise
1. Endurance, strengthening, flexibility, and balance
activities
2. Home Exercise Program
C. Functional Independence Training
1. Guidelines for practical, safe and appropriate
movements
2. Equipment recommendations
3. Endurance, strengthening, flexibility, and balance
activities
4. General safety for older adult physical activity
programs
D. Optimizing nutritional and metabolic patterns
1. feeding techniques
2. Swallowing strategies
3. Increasing nutritional intake
4. Fluid volume deficits
5. Skin Integrity
6. Use of adaptive equipment
E. Establishing the individual's elimination patterns
1. Assessment of elimination patterns
2. Implementing interventions for bladder and bowel
management
3. Using medications for toileting program
4. Teaching use of adaptive equipmentF. Improving
Language and Cognition
1. Strategies for neurological deficits
2. Function and neurophysiology of attention

VI. Interdisciplinary Team Collaboration
A. Interdisciplinary team members
B. Role and Responsibility of Rehabilitation Nurse in the team
VII. Conclusion
A. Lessons learned
B. Change
VII. Resources
A. Case Studies
B. Article readings
C. Web resource listings
Instructional methods
An instructional method in lesson planning should always be
decided in advance based on the advantages it gives the
learners. Instructional methods refer to the teaching approach to
be used. Regardless of how we apply to the delivery styles,
primarily they end up as the objective activities of how
information flows from an instructor to the learner. The direct
teaching method is favorable in when specifying right skills and
instructions on how to accomplish a particular task. An example
is how to rehabilitation nurses promote elimination
independence on how to perform for self-catheterizations. This
approach majors on setting specified targets that ought to be
accomplished and is easy to determine the achievement.
Teaching method used in this curriculum is a combination of
face to face educational sessions with self-guided study
modules. Each module will have specific lesson objectives,
PowerPoint presentation, videos, and resource guidelines such
as FIM tables or peer-reviewed article that illustrates rationale
and best practice.
Instructional materials and resources
An essential component of an efficient passing of information is
the choice of instructional materials that address the issues of
learners and fit the requirements of both the learning and
teaching environment. The approach needs to be audience-
centered but should not overlook the advantage brought by a
specialists centered-approach. Blending the two approaches will

give the maximum results possible. The mammoth increments in
rates of data exchange, access to the Internet, and posting of
materials online give instructors and learners a practically
boundless supply of resource material (Suhonen, Välimäki &
Leino, 2008). Also, the simplicity of electronic correspondences
between a nurse and patients gives new chances to sharing and
exchanges information regarding the training and progress. In
the meantime, there remains noteworthy for using the
instructional multimedia such as images, audio, video and
slides. Using multimedia resources yields more advantages
compared to orally giving instructions. Use of images reduces
the overwhelming nature of the text and boosts the cognitive
learning of a student/patient leading to higher retention (Yeha,
Chenb, & Liuc, 2005). The rehabilitation nursing environment,
use of multimedia resources supports coverage of huge amount
of content and resources that may be referred to well after the
class is completed (Yeha, Chenb, & Liuc, 2005).
Because this is an inpatient rehabilitation unit, the Association
of Rehabilitation Nurses website may be utilized and
incorporated into the training. Various educational materials in
different formats are available and downloadable for public use.
Functional assessment tools such as the Functional
Independence Measure (FIM) are used to document assessments.
FIM resource binder and ADL book will serve as valuable tools
and resource materials (Cournan, 2011).
Evaluation Methods
Evaluations methods are useful since they offer the
systematic ways of gauging how the intended objectives are
being accomplished. It is important not to wait and evaluate the
process at the end. Continuous and consisted evaluation
throughout the plan should be adhered. Therefore, evaluation
turns out to be more of assessment to setting the platform to
conform to the intended changes. A written evaluation provides
concrete records that validate information and knowledge that
the students learned and this can be in the form of written
examination. Evaluating educational intervention detailed above

may also be accomplished through the use of pre and posttests
via the Association of Rehabilitation Nurses (ARN)
Competency Assessment Tool (CAT) (Mauk, 2013). In class
role-playing, exercises of case studies help validate skills,
critical thinking and actions that the nurses would perform after
receiving this education. Finally, a questionnaire at the end of
the learning module can be handed out to seek feedback and
suggestions.
Conclusion
The functional independence ability weighs the level a
person can perform the daily living activities. Decreased
functional independence can be as a result of physical disability
or illness. Rehabilitation nurses to understand and incorporate
the different assessments, strategies, and techniques to support
and foster independence of their patients towards self-care.
Rehabilitation nursing is a specialty that requires the
acquisition of such knowledge and expertise in the delivery of
care which is gained through teaching and training of a well-
developed curriculum. Careful planning involving key
stakeholders in lesson planning allows the educator to
accomplish important goals that not only benefit the hospital,
the nurse, and the patient but society and community as a
whole.

References
Association of Rehabilitation Nurses. (2016). Role Descriptions
the Rehabilitation Staff Nurse. Retrieved from
http://www.rehabnurse.org/pubs/role/Role-Rehab-Staff-
Nurse.html
Chesbro, S., Conti, G., & Williams, B. (2005). Using the
assessing the learning strategies of adults tool with older
adults: Comparisons based on age and functional ability. Topics
in
Geriatric Rehabilitation, 21(4), 323–331. Retrieved from:
http://journals.lww.com/topicsingeriatricrehabilitation/Abs
tract/2005/10000/Using_the_Asse
ssing_The_Learning_Strategies_of.9.aspx
Cournan, M. (2011). Use of the functional independence
measure for outcomes measurement in acute inpatient
rehabilitation. Rehabilitation Nursing, 36(3), 111-117.
Retrieved from:
http://search.proquest.com/docview/866423326?accountid=458
Davies, S., Ellis, L. & Laker, S. (2000). Promoting autonomy
and independence for older people within nursing practice:
an observational study. Journal of Clinical Nursing, 9(1),
127–136. doi:10.1046/j.1365-2702.2000.00348.x
Davies, S., Laker, S. & Ellis, L. (1997). Promoting autonomy
and independence for older people within nursing practice: a
literature review. Journal of Advanced Nursing, 26(2), 408–
417. doi:10.1046/j.1365-2648.1997.1997026408.x
Mauk, K. (2013). The effect of advanced practice nurse-
modulated education on rehabilitation nursing staff knowledge.
Rehabilitation Nursing, 38(2), 99-111. Retrieved from
http://search.proquest.com/docview/1437175138?accountid=458
Singleton, J. K. (2000). Nurses' perspectives of encouraging
clients' care-of-self in a short- term rehabilitation unit
within a long-term care facility. Rehabilitation Nursing, 25(1),
23–
35. doi:10.1002/j.2048-7940.2000.tb01852.x
Suhonen, R., Välimäki, M., & Leino-Kilpi, H. (2008). A review

of outcomes of individualized nursing interventions on adult
patients. Journal of Clinical Nursing, 17(7), 843–860.
doi:10.1111/j.1365-2702.2007.01979.x
Yeha, M., Chenb, H., & Liuc, P. (2005). Effects of multimedia
with printed nursing guide in education on self-efficacy and
functional activity and hospitalization in patients with hip
replacement. Patient Education and Counseling, 57(2),
217-224.
http://dx.doi.org/10.1016/j.pec.2004.06.003
Young, S. (2003). Teaching Strategies for Nurse Educators.
Upper Saddle, NJ: Prentice Hall.
Running head: EDUCATIONAL NEEDS ASSESSMENT 1
EDUCATIONAL NEEDS ASSESSMENT 9
Educational Needs Assessment
Educational Needs Assessment
In every organization, education plays an extremely significant
role in all aspects of operations. Healthcare employees, in
particular, bear an immense responsibility to be knowledgeable
and highly skilled as their work directly impacts their patient's

health and lives. The unique roles of healthcare workers make
the pursuit of on-going training and education a must. While
healthcare professionals have a responsibility to advance their
individual body of knowledge and skills, the provision of
organization-specific training and education is also necessary
for any organization. Because of the varied competencies and
education that each employee carries at any given time,
organizations may not readily be able to determine the
immediate educational needs of employees. Identifying this
becomes necessary, known as an education needs assessment,
carried out within organizations to determine the specific
employees that need to be trained to attain improvements within
the organization (Grant, 2002). With professional development
through training, employees develop the skills and knowledge
necessary to contribute work to their organization. The high-
quality work improves the services that the organization offers
and thus many customers are attracted to them. Gains are made
not only in staff growth but also as an advertising strategy in a
highly competitive healthcare market (Kaufman, & López,
2013).
According to Grant (2002), “Learning is more likely to lead to a
change in practice when needs assessment has been conducted,
the education is linked to practice, personal incentive drives the
educational effort, and there is some reinforcement of the
learning” (p. 156). This paper provides a needs assessment for
the healthcare employees of Kaiser Foundation Rehabilitation
Center, an inpatient acute rehabilitation hospital that is located
in Vallejo, CA.
Institutional Information
Kaiser Foundation Rehabilitation Center (KFRC) is a healthcare
providing facility that offers patients the services of both
treatments of diseases and rehabilitation services. The hospital
was founded in the year 1948 and has since then been in
operational with the many services that it provides to its

customers (Kaiser, 2016). The hospital currently has a 77
percent probability of being recommended by all the patients
that have been visited, thus implying that it has been performing
according to the expectations of many individuals. The
organizations offer the services of treatments of any form of
diseases and at the same time operate as the only inpatient acute
rehabilitation hospital in Vallejo. The center provides
rehabilitations services for all of its Kaiser members that meet
the necessary criteria for acute intensive rehabilitation needs in
the entire state. According to Association of Rehabilitation
Nurses (nd), acute rehabilitation setting provides a minimum of
three hours of therapy per day where therapy is provided five to
seven days a week, and rehabilitation nursing staff are on duty
24 hours a day. The primary focus of the inpatient
rehabilitation hospital is to provide patients with training,
strategies, support and stability that they need to attain as much
independence as they can to go about their activities of daily
living (ADLS) and to be able to direct their care (Cournan,
2011).
With this understanding, it is definite that this organization has
many employees who work on the premises. A large number of
nurses, to begin with, operate within this organization, with the
duties of tending to all the patients that are admitted to the
organization. This organization has the capacity of 289 beds
that are certified. The organization also has 281.4 FTE
Registered Nurses. These nurses are thus tasked with the
responsibility of attending to the many admitted and outpatients
of this organization. They are also tasked with the responsibility
of addressing the needs of the individuals in the rehabilitation
department. The nursing staffs that are employed are fully
qualified nurses who have been certified and thus have the
capability of offering high-quality nursing services. At the same
time the organization utilizes information technology services
and thus for that reason has also employed information
technology experts whose tasks involves dealing with all the
issues of information technology that might arise within the

organization, and at the same time ensuring that all services that
utilize and relies on information technology are adequately
addressed (Kaiser, 2016).
Summary of Educational Needs Assessment
Within this group of all the employees within this organization,
the nurses are the ones that would significantly be assisted by
educational training programs. Methods used in conducting
educational assessment include practice review, observation of
the units, carrying out interviews with employees and using
reflection on action method. Among all the groups of employees
within this organization, nurses play a significant role in
ensuring that the organization is successful. This is because
these employs have many responsibilities within the
organization that any other group of employees. If all the
nurses, therefore, were to be fully educated on how to
effectively carry out their duties and responsibilities, therefore,
the organization would successfully manage to obtain
significant improvements.
From the information gathered in the research, it is apparent
that nurses play diversified roles within the organization. The
first highly significant role that they play, to begin with, is the
role of attending to the inpatients that are admitted to the
hospital. While physicians treat the patients and prescribe the
medications that these patients should take over time to enhance
their recovery, it is the duty of the organization's nurses to
provide hands-on care including the assessment and evaluation
of their current needs such as the efficacy of the medication.
The hospital relies on the critical thinking skills of the nurses
who are observing the patients 24 hours per day. Assisting the
patients attain their full functionality is a major role for these
nurses.
The other major role they also play is the provision of
specialized services to individual patients concerning their
conditions. Within the rehabilitation of this organization, many
diversified patients are enrolled for rehabilitation. These
patients range from trauma cases to individuals suffering from

certain diseases like stroke. The nurses, therefore, offers the
services of assisting these individuals to learn how to function
in the best way that they can within the conditions that they are
in when those conditions cannot be changed, or help them
change their conditions when it is possible. According to
Cournan (2011), healthcare professionals in rehabilitation
settings have a major responsibility in the assessment of
functional status of the patients they serve. Functional
assessment tools such as the Functional Independence Measure
(FIM) are used to document these assessments and data from the
FIM are used to determine and analyze patient outcomes. Upon
interview and review or records, while the FIM tool data entry
is done by multiple professionals, there is inconsistency and
discrepancy in the scoring of the tool. The nurse coordinator
responsible for entering collective data that gets submitted to
Center for Medicare and Medicaid (CMS) also states that there
are certain nurses that omit to put certain measures scores in.
With the understanding of these roles, many education and
training needs are identified for this group of the workforce
within the organization. The first is the need for training the
nurses in increasing their knowledge in offering specialized
care at the rehab. As explained earlier, the organization
addresses many cases of different individuals with the rehab
services that it offers. Within this rehab, there are many
diversified patients with various needs for rehabilitation.
Examples include brain injured patients, stroke patients, spinal
injury patients and immune conditions such as Multiple
Sclerosis which severely impair activities of daily living.
Although the physicians contribute in offering care to these
individuals, the nurses require skills to deal with each case,
which is different from dealing with the case of the other. A
post stoke patient, for example, should have a different recovery
program from an individual with a spinal injury. The nurses of
this organization, however, are not skilled in addressing all
these cases and for that reason, more training is needed.
Another identified opportunity is the application and scoring of

the Functional Independence Measure (FIM) instrument.
Cournan (2011) points out that FIM scores allow an objective
comparison of patient outcomes with the same diagnosis over
time and provide a way to assess the facility’s performance. The
FIM scores not only serve to capture data for outcome purposes
but also serves as a basis for determining payment; FIM scoring
can directly impact reimbursement. A standardization of
knowledge of scores within the FIM is, therefore, critical.
Identification of the Highest Priority Educational Need
All these educational needs that I have identified are highly
important. The organization should consider addressing both of
them significantly. Despite this fact, however, the need to train
the nurses on how to treat patients in case the physician is not
present is much more essential and thus has a much higher
priority. This is because, without this knowledge, an individual
suffering from a deadly condition might lose his or her life
within the hospital premises, simply because the nurses lacked
the knowledge on how to at least help the patient remain to
arrive for some time before the qualified physician arrived to
address his or her case.
Another huge opportunity that this educational assessment need
revealed that is of high priority is that of completing an
accurate FIM scores. Cournan (2011) emphasizes the need for
accurate functional assessment scores. They are used for
budgeting, identifying staffing levels, determining equipment
and resource needs and dictating Length Of Stay (LOS).
“Medicare uses diagnosis, age, functional status, and
comorbidities to determine the payment an IRF will receive for
each patient” (Cournan, 2011, p. 112). Because of its impact on
both quality of care and financial implications, there is a need
to prioritize this educational need.
Identification of Institutional Forces
While this institution is a non-profit organization, cost
utilization is key to continue running optimal operations. With
this understanding, therefore, it is definite that the organization
aims at increasing utilization of the cost and minimizing waste.

Training and offering education to the workforce would mean
higher costs that the organization needs to incur. Due to this
reason, therefore, some members of the organizational
management are likely to be against the training. The
organization, on the other hand, would obtain many gains in
trained staff. Through the training, the nurses would be able to
offer much more quality services which in turn would increase
outcomes and increase customer satisfaction. This could result
in increasing KFRC’s market share and for that reason, the costs
of the training would be an investment with huge returns.
In a study conducted on 89 inpatient rehabilitation facilities
show that when clinicians were trained, and their competencies
were tested on the FIM instrument, there was high consistency
in scoring across multiple staff who rated the patient's FIM
scores (Cournan, 2011). Institutional forces that come into play
are the students or learners who must receive the training. The
must be provided consistently across the board on all staff or
raters from multiple disciplines with varied knowledge basis
and educational attainments. For example, a clinical nurse
leader with a master’s degree conducts preadmissions screening
assessment and generates FIM scores must be taught and trained
the same way a nursing assistant would, who is also a rater.
According to Cournan (2011), the nursing assistants are raters
and can critically impact FIM through their documentation
because they directly assist patients in daily functional tasks in
the FIM instrument such as toileting and bathing. Furthermore,
while FIM scores training is encouraged by CMS but not
required, a uniform and standardized educational program and
competency exam do not exist.
Identification of the Next Step
With the existing structure of the organization, the response is
for KFRC to conduct research and decide on which training
organization can offer the best quality of training to their varied
intended learners. Budgetary considerations of which staff gets
the training first will have to be thought out, with the staff
having the greatest opportunity in correct scoring is made a

priority. Furthermore, scheduling in how this training is offered
has to be planned and organized in a way that does not disrupt
current operations and work schedules.
Conclusion
Because of the uniqueness and complexity of the hospital
environment, it offers a variety healthcare individuals multiple
opportunities for learning and growth. Conducting educational
assessments provides guidance on how to efficiently and wisely
allocate the scarce resources needed for the education that has
the greatest impact on their organization. The needs assessment
is the crucial first step in creating an educational plan that
promotes individual and organizational growth and
development.
References
Association of Rehabilitation Nurses. (nd). Description of
Rehabilitation Settings. Retrieved
from
http://www.rehabnurse.org/pdf/PRNavigatingRehabSettings.pdf
Cournan, M. (2011). Use of the functional independence
measure for outcomes measurement
in acute inpatient rehabilitation. Rehabilitation Nursing,
36(3), 111-7. Retrieved from
http://search.proquest.com/docview/866423326?accountid=
458
Grant, J. (2002). Learning needs assessment: assessing the
need. BMJ : British Medical
Journal, 324(7330), 156–159.
Kaiser, (2016). Kaiser Foundation Rehabilitation Center:
Vallejo Kaiser Foundation.
Retrieved from

http://info.kaiserpermanente.org/facilities/Vallejo/index.html?k
p_ shortcut _referrer=kp.org/rehabilitationcenter
Kaufman, R. & López, I. (2013). Needs assessment for
organizational success. Alexandria,
Va: ASTD Press.
Sample Educational Project Practicum Learning Agreement
Version 2
8
ABC University Material
Sample Educational Practicum Learning Agreement
Student’s Name
Nancy Nurse
Faculty
Dawn Educator
Student’s
Phone
Number
(602)-555-5555
UPX
Campus
Online

Name of Practicum Site
Hillside Hospital
Address, City, State, and Zip Code of Practicum Site
1234 Main Street
San Fracncisco, CA 85000
Mentor’s
Name and Educational
Credentials (Minimum of an RN MSN required)
Sally Mentor RN MSN
Mentor’s
Agency
Hillside Hospital
Mentor’s Job Title
Staff Development Coordinator
Mentor’s
Phone
Number and Email
(602)-444-4444; [email protected]
Practicum Goal:
1. To gain insight and experience in the role of the nurse
educator.
2. To integrate advanced nursing knowledge needed to deliver
nursing education in an academic setting.

Learning Objectives
Learning Strategies
Evidence of Accomplishments
Midpoint Review
(at 30 hours of Practicum Project)
Outcome-
1.0 Analyze the educational needs of staff (relating to a specific
content area).
1a. Literature search on performing a learning needs
assessment.
1b. Draft needs assessment (on your topic)
1c. Review draft with faculty experts/mentor.
1d. Administer needs assessment to students.
1e. Meet with mentor to review needs assessment results.
1a. Submit an annotated bibliography (minimum of 15 sources)
of literature reviewed on performing a needs assessment.
1b. Submit copy of needs assessment developed.
1c. Submit summary of discussion with faculty experts/mentor
regarding the needs assessment (on your topic).
1d. Submit summary and analysis of needs assessment results.
1e. Submit summary of meeting with mentor to review needs
assessment results.
Learning Objectives
Learning Strategies
Midpoint Review

Outcome-
2.0 Investigate faculty governance and regulatory issues, with
an emphasis on curriculum design.
2a. Review regulations and standards (BRN, NLNAC, or CCNE
accrediting standards)
2b. Compare curriculum with BRN and other accreditation
requirements.
2c. Identify conceptual framework to be used for curriculum
development and determine how major concepts will be
threaded throughout the curriculum
2d. Review the approval process for new curriculum.
2a. Document summary of relevant regulations and standards
in practicum journal
2b. Submit chart comparing current regulations and current
curriculum.
2c. Submit summary of curriculum framework and how
concepts will be threaded throughout curriculum.
2d. Document curriculum approval process in journal.
Learning Objectives
Learning Strategies
Midpoint Review

Outcome-
3.0 Develop educational curriculum (on your topic)
3a. Literature search on content and instructional methods.
3b. Develop educational curriculum (on your topic) to include:
1) Measurable terminal learning Objectives
2) Content Outline
3) Teaching Strategy/Resources
4) Power Point presentation with speaker’s notes
5) Handouts, etc.
6) Evaluation tool
3c) Meet with mentor to review all educational materials as
developed.
3a. Submit annotated bibliography (minimum of 15 sources) of
literature reviewed on content and instructional methods.
3b. Submit educational curriculum (on your topic) including:
1) Measurable terminal earning Objectives
2) Content Outline
3) Teaching Strategy/Resources
4) Power Point presentation with speaker’s notes (minimum of
20 slides not including the title and references slides)
5) Handouts, etc.

6) Evaluation tool
3c) Submit summary of meeting with mentor to review all
educational materials as developed.
Learning Objectives
Learning Strategies
Midpoint Review
Outcome-
4.0 Implement classroom instruction of identified content.
4a.
Set up date/time and location to implement project
4b. Have mentor or content expert observe classroom
instruction and provide feedback.
4a. Document implementation of project and personal learning
in practicum journal.
4b. Submit written feedback report from mentor or content
expert who observed lecture.
Learning Objectives
Learning Strategies
Midpoint Review
Outcome-

5.0 Evaluate effectiveness of educational curriculum (on your
topic).
5a. Administer evaluation tool developed.
5b. Review results of evaluation and overall project with
mentor.
5a. Submit summary an analysis of evaluation tool results.
5b. Document review with mentor of evaluation results and
overall learning in practicum journal.

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