Nurse Assessment an Outcome Assessment of Training Term Paper

Pages: 6 (1621 words)  ·  Bibliography Sources: ≈ 10  ·  File: .docx  ·  Level: College Senior  ·  Topic: Health - Nursing

¶ … Nurse Assessment

AN OUTCOME ASSESSMENT of TRAINING of PRACTICAL NURSES (91WM6) at DWIGHT DAVID EISENHOWER ARMY MEDICAL CENTER.

It is critical to effectively assess the training provided practical nurses at the Dwight David Eisenhower Army Medical Center.

The objective of this research is to measure the attrition rates of new practical nurse recruits and to identify the failings or shortcomings of training in order to effect the success of the high risk soldiers. This work seeks to reduce the attrition rates by identifying the factors allowing individuals to fail the Practical Nurse Program.

It is the hypothesis of this work that the measurement of the attrition rates of new practical nursing recruits and measuring the attrition rate in prior service recruits would effectively assess the training quality of new recruits and would advise whether additional and refresher training classes are needed.

AN OUTCOME ASSESSMENT of TRAINING of PRACTICAL NURSES (91WM6) at DWIGHT DAVID EISENHOWER ARMY MEDICAL CENTER.

RESEARCH PROPOSAL

CHAPTER II

LITERATURE REVIEW

INTRODUCTION

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Training of practical nursing staff in the army is an expensive in terms of time, money and resources. Stated online the Eisenhower Army Medical Center Hospital Education and Training website is that the DDEAMC Practical Nurse Course is the education and preparation of highly trained battlefield medics in the ranks of Private through Sergeants the Practical Nurse (M6) is trained to provide "first line trauma care far forward on the battlefield and perform as members of Forward Surgical Teams, and function in expanded and support roles in Combat Support Hospitals and fixed medical facilities." Presently the hospital offers a 44-week Phase II course with a focus on clinical care and is "in addition to the 8 weeks that all Practical Course Nurse students spend at the AMEDDC&S.

MAJOR RESEARCH

Term Paper on Nurse Assessment an Outcome Assessment of Training Assignment

Stated in an military training and assessment document concerning the training and assessment of the Practical Nurse in the U.S. Army is that formal assessment: "...of the skill and knowledge levels of nursing personnel in tasks for selected training should consist of a performance test whenever possible." Additionally stated is that: "Trainers should use the results of their initial formal assessment to refine their training plans." (Army Practical Nurse Assessment, nd) Additionally stated is: "A formal assessment should be made of the skill and knowledge levels of nursing personnel after the tasks have been trained. Use of a posttest allows leaders to determine whether their personnel have been trained to standard on the selected tasks. The same planning considerations exist for both the pretest and posttest. For example, the posttest should consist of a performance test for the clinical skills that were trained. The posttest for BFFs which cannot actually be performed in a unit's training environment can consist of a series of questions asking an individual to describe elements of the task performance. Trainers may decide to use the same assessments for the pretest and posttest." (Ibid)

Federal funds to support nursing is stated to have the intention of: (1) ensuring an adequte supply of nurses; (2) Improve the geographic distribution of nurses; (3) increase the availability of nurses with advanced training; and (4) expand minority group enrollment in nursing schools. Stated as well is the assessment of the."..adquacy of the supply of nurses depend on somewhat subjective estimates of "need" and uncertain predictions of the number of nurses in training and of the proportion of trained nurses that practice nursing."

In the work entitled: "Coordinating Training for Nurses" it is stated that: "First, its important to understand what amount and type of training is essential. The next consideration is determining the best source of this training. Third the budget available for the training must be considered. Weverka states in the work entitled: " Coordinating Training for Nurses" that "learning is a lifelong endeavor" in the field of nursing where "nurses are expected to pursue their professional growth as long as they continue to work and be competent in their areas of expertise, as well as be up to speed with the latest practices and technology." Additionally stated is that in the rapidly changing healthcare field, what nurses learn in their initial training can quickly become obsolete. New equipment and technology, procedural changes, new medical practices and regulations, and the latest healthcare legislation..." are all reasons that training and assessment methods must be effective." (2006)

It is impossible to become an autonomous practitioner without going through a highly structured skills-based experiential learning process" (Kitson 2001 p 92).

The assessment of competence in nursing practice represents a challenge to the profession and much of the published literature reflects the difficulties and complexities involved (Benner 1984, Nicol et al. 1996, Manley and Garbett 2000, Neary 2000).

Within the military document is stated that: "Assessment of a unit's strengths and weaknesses is the base upon which a training strategy is developed. The process of assessing training through measures such as firsthand observations and various training evaluations is continuous. However, formal assessment is conducted at the start of the planning process and after the execution of a major training program." Additionally stated is that the assessment of skill and knowledge of nursing personnel in tasks selected for training is the method of formal assessment required and should be inclusive of a performance test when possible. (paraphrased) This method uses a performance checklist for clinical skills pretesting through a "breaking down" of the "training objective into elements that must be correctly performed to determine whether an individual satisfactorily meets the performance standards (TRADOC Reg 350-70).

Training questions can consist of a series of questions asking the individual to provide description of the task."(Ibid) nursing personnel demonstrating expertise on tasks during the pretest can be assigned to assist with training selected skills and functions as needed. Personnel demonstrating minor weaknesses on one or more tasks can be scheduled for quick refresher training on the tasks. Personnel who have no understanding of one or more tasks should be scheduled for training on the identified tasks when resources are available for more intensive training.

The results of the initial formal assessment should be used by trainers for the purpose of refining their plans for training. Stated is that for example: "nursing personnel demonstrating expertise on tasks during the pretest can be assigned to assist with training selected skills and functions as needed. Personnel demonstrating minor weaknesses on one or more tasks can be scheduled for quick refresher training on the tasks. Personnel who have no understanding of one or more tasks should be scheduled for training on the identified tasks when resources are available for more intensive training."(Ibid)

Stated as well in military regulations concerning "Assess Training' AARs or 'after-action reviews' should be used in the evaluation of training and on a "continuous basis throughout the training process. This enables the discovery of precisely what happened in a professional discussion of the event with a focus on "performance standards. (TRADOC Reg 350-70, p. Glossary-5). The use of AARs throughout the training program allows leaders, trainers, and participants to reflect on what is happening during training, to make necessary changes in the training program as problems arise, and to refine the focus as needed for future training. Guidance on planning, preparing for, conducting, and following up AARs is available in Army publications such as FM 25-100, FM 25-101, and TC 25-20." (Ibid)

Army Practical Nursing training should be consistent with Army publication information and trainers will consult with Army publication such as doctrinal manuals to reference the principles, procedures and critical information required for training clinical skills and functions. The publications that will be referenced will include but will not be limited to: (1) Army Regulations (ARs); (2) Field Manuals (FMs); (3) Military Qualification Standards (MQS) manuals; (4) Mission Training Plans (MTPs); (5) Soldier Training Publications (STPs); (6) Soldier's Manuals (SMs); (7) Technical… [END OF PREVIEW] . . . READ MORE

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