Module 3 Assignment educational Design for Nurse Educators

Part 1: Gap Analysis and Learning Needs Assessment

Note: You will submit all 3 parts of this Module 3 Assignment by Day 7 of Week 7. You should begin working on Part 1 of the Assignment this week. All 3 parts of this Module 3 Assignment should be submitted as one cohesive, 6-8 page paper by Day 7 of Week 7.

For Part 1 of the Module 3 Assignment, you will analyze the practice gap, or area for improvement, that you identified in the Week 5 Discussion using the Hospital Compare website. You will identify the potential learning need to address this practice gap and explain approaches that could be used to analyze the identified gap and assess the learning need(s).

To prepare:

• Review the Resources about gap analysis and learning needs assessment as they relate to practice settings.
• Review the Educational Plan Exemplars found in the Resources for this week and consider how these plans might inform your Educational Plan.
• Review the gap you identified in this week’s Discussion and use this gap to complete Part 1 of your Module 3 Assignment.
• Review the Educational Plan Template and use the areas of the template designated for Week 5 to complete Part 1 of your Module 3 Assignment.

Assignment: (1–2 pages not including title and reference pages)

Use the Educational Plan Template for the gap you identified in the Discussion for this week and complete the following:

• Identify the current state and the desired state to determine the gap, or area for improvement.
• Identify a potential learning need that may be contributing to the practice gap.

The Educational Plan Template will serve as the basis for completing a 1- to 2-page paper in which you will complete the following:

• Explain your approach to identifying the practice gap from the scenario.
• Explain your approach to identifying the learning need based on the practice gap.

Use your Resources to support your explanations. Use proper APA formatting and references.

Complete this part of the assignment in Week 5. You will submit Part 1 of your Assignment along with Part 2 and Part 3 in Week 7 in one cohesive paper.

No Assignment submission required for this week.

Part 2: Writing Outcomes and Objectives to Plan Activities

Note: You will submit all 3 parts of this Module 3 Assignment by Day 7 of Week 7. You should begin working on Part 2 of the Assignment in Week 6. All 3 parts of this Module 3 Assignment should be submitted as one cohesive, 6-8 page paper by Day 7 of Week 7.

To prepare:

• Based on your Discussion this week and your identified learning outcome and objectives, consider how you will need to refine them in order to meet the learning needs.
• Consider how learning objectives are used to organize and scaffold content and plan activities.
• Review the Educational Plan Template you began for Part 1, and use the areas of the template designated for Week 6 to complete Part 2 of your Module 3 Assignment.

Assignment (2–3 pages not including title and reference pages) Update your Educational Plan Template by completing the following:

• Rewrite the learning objective for each of the three domains of learning to address the learning outcome at a higher level (i.e., level 2 and above) based on the feedback received from your colleagues.
• Identify the level within Bloom’s Taxonomy for each learning objective.
• List 3 topics you would teach to address each objective. (Note: You will need 3 topics per learning objective for a total of 9 topics).

The Educational Plan Template will serve as the basis for completing a 2- to 3-page paper in which you will respond to the following:

• Explain how the desired learning outcome you developed addresses the learning need.
• Explain how each learning objective addresses the learning outcome.
• Explain how each learning objective addresses the identified domain of learning and level within Bloom’s Taxonomy.
• Explain how you can use learning objectives to organize the content topics you identified and plan activities.

Use your Resources to support your explanations. Use proper APA formatting and references.

Complete this part of the assignment in Week 6. You will submit Part 2 of your Assignment along with Part 1 and Part 3 in Week 7 in one cohesive paper.

No Assignment submission required for Week 6.

Part 3: Evaluation for Nurse Educators

You will submit Part 3 of your Assignment along with Part 1 and Part 2 in Week 7. All 3 parts of this Module 3 Assignment should be submitted as one cohesive, 6-8 page paper by Day 7 of Week 7.

To prepare:

• Review the Resources for this week related to alignment of evaluation to learning objectives/outcomes and Kirkpatrick’s Levels of Evaluation.
• Review your colleagues’ feedback about your evaluation approaches from the Week 7 Discussion.
• Consider ways to apply your colleagues’ feedback to evaluation methods for your other learning objectives and your learning outcome.
• Review the Educational Plan Template and use the areas of the template designated for Week 7 to complete Part 3 of your Module 3 Assignment.

Assignment (2–3 pages not including title and reference pages)

Complete the Educational Plan Template by including:

• An evaluation method for levels 1–3 of Kirkpatrick’s levels of evaluation for either of your two remaining learning objectives. (Note: The three evaluations you describe do not necessarily have to address the same learning objective.)
• An evaluation method for level 4 of Kirkpatrick’s levels of evaluation for your learning outcome.

Use the Educational Plan Template to complete a 2- to 3-page paper which includes the following:

• Explain how each of the evaluation methods you described addresses a particular level of evaluation.
• Explain how each of the evaluation methods you described addresses the respective domain of learning in your learning objectives.
• Explain how alignment of evaluation methods to learning objectives and learning outcomes ensures cohesive educational design.

Use your Resources to support your explanations. Use proper APA formatting and references.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.). All papers submitted must use this formatting.

No Assignment submission required for this week.

Submit your Parts 1, 2, and 3 and your Educational Plan Template of your Module 3 Assignment by Day 7 of Week 7 in one cohesive in one cohesive 6-8 page paper.

Expert Answer and Explanation

Educational Design for Nurse Educators

A structured education or training design is crucial when imparting skills or knowledge to trainees. The training design affects how learners perceive the training, their motivation, and their engagement with the content presented. Without a sound design, from planning the learning activities to evaluating outcomes, there will likely be a mismatch resulting in unrealized learning outcomes. This paper provides a detailed educational design with evaluation methods that can be used for a training program targeted at improving nurses’ knowledge and competencies in catheter handling and management.

Part 1: Gap Analysis and Learning Needs Assessment

The identified gap in the selected healthcare facility is increased rates of CAUTIs above the national average. Statistics by the Centers for Disease Control and Prevention (n.d.) have shown that about 75% of UTIs developed in hospitals result from the use of urinary catheters. The issue is exacerbated by the fact that over 15% of the residents in the facility use urinary catheters. The increased rate of CAUTIs is associated with an increased cost of care, morbidity, longer hospital stays, and high rates of mortality (Gupta et al., 2023).

One of the contributing factors is the inadequate knowledge of handling catheters and engaging patients under catheters to ensure the safety and provision of quality care. An intervention should be proposed to help reduce the rates of CAUTI within the facility to be at least below the national average.

Identifying learning needs depends on performing a methodical gap analysis, which evaluates present practices against established evidence-based guidelines (Harper & Maloney, 2022). The analysis will begin with a review of quantitative data, including HAI rates, hand hygiene audit results, and catheter utilization ratios accessed via the National Healthcare Safety Network (NHSN, n.d). The metrics would be compared against the National Healthcare Safety Network (NHSN) national databases.

The assessment would incorporate staff interviews and focus groups with nurses, physicians, and members of the infection control teams to expose protocol adherence inconsistencies, workflow challenges, and knowledge gaps. The elevated CAUTI rates beyond benchmarks reveal two primary sources: healthcare providers needing better catheter maintenance training and inadequate patient-centered communication during shift transitions (Kelly et al., 2024).

Some of the key information sources needed in the gap analysis include staff competency assessments, mainly training records, and simulation-based performance evaluations. Another source includes patient records on CAUTI rates within the facility and readmission data linked to CAUTIs. Environmental audits based on observations of sterile technique compliance in high-risk units (e.g., ICUs) will also be evaluated.

Additional data support includes patient/feedback surveys on their perceptions of safety practices and policy adherence logs. Collaboration with infection control nurses, frontline staff, and quality improvement teams would ensure a holistic view of systemic vs. individual learning gaps. This data would prioritize targeted interventions, such as refresher courses on aseptic techniques or interdisciplinary communication training.

Part 2: Writing Outcomes and Objectives

How the Desired Learning Outcome Addresses the Learning Need

The identified gap showed a lack of technical skills and knowledge in properly managing patients under catheters. Therefore, the learning outcome developed to address this issue is enhancing staff competency in properly handling and managing urinary catheters by 5% within 3 months. It is expected that through the training, the care providers will be taught different aspects concerning proper catheter management and maintenance, patient engagement, and ethical issues concerning handling patients with catheters to ensure the delivery of quality and patient-centered care. The outcome identified focuses on the general aspect of care providers’ competencies in properly handling and managing catheters.

How Each Learning Objective Addresses the Learning Outcome

To achieve the intended learning outcome, the following objectives were identified; the first objective is that by the end of the session, nurses will be able to explain the indications, risks, and proper techniques for urinary catheter insertion, including how to minimize complications such as infection and injury to the urinary tract. This objective addresses the learning outcome by providing understanding to the care providers on proper insertion techniques and risks associated that could lead to poor outcomes.

By achieving the objective, the learners will grow in competence and knowledge as intended. The second objective is that by the end of the training, nurses can correctly perform urinary catheter management and maintenance, following aseptic techniques and ensuring patient comfort, safety, and privacy during the procedure. This objective addresses the outcome by reinforcing the skills and knowledge that care providers have in catheter handling and management, including the aseptic techniques that should be practiced during catheter maintenance, ultimately leading to lower rates of CAUTIs.

The final objective is that by the end of the training, nurses will demonstrate a compassionate and empathetic approach to patients requiring urinary catheterization, including addressing concerns and providing emotional support to ensure patient comfort and dignity throughout the procedure. In this case, nurses should have a patient-centered and ethical perspective when dealing with patients under catheters, thus addressing the outcome focused on developing nurses’ competencies in catheter management.

How Each Learning Objective Addresses the Identified Domain of Learning

Objective one- by the end of the session, nurses will be able to explain the indications, risks, and proper techniques for urinary catheter insertion, including how to minimize complications such as infection and injury to the urinary tract. This objective falls under the cognitive domain in Bloom’s Taxonomy since it focuses on knowledge and understanding of urinary catheter management (Arkansas State University, n.d).

In this case, nurses are expected to comprehend the purpose of catheterization and the steps involved in its proper use. For the second objective, by the end of the training, nurses will be able to correctly perform urinary catheter management and maintenance, following aseptic techniques and ensuring patient comfort, safety, and privacy during the procedure. This objective targets the psychomotor domain, mainly the basic proficiency and development of correct techniques, aseptic practices, and patient-centered care during the catheter insertion process (Arkansas State University, n.d).

The last objective is that by the end of the course, nurses will demonstrate a compassionate and empathetic approach to patients requiring urinary catheterization, including addressing concerns and providing emotional support to ensure patient comfort and dignity throughout the procedure. This objective targets the affective domain by including patient-centeredness, empathy, and compassion as values in caring for patients under urinary catheters.

How Learning Objectives Can Be Used to Organize the Content Topics and Plan Activities

Learning objectives are meant to guide the implementation of the teaching plan and evaluate the achievement of the set goals or outcomes. They provide guidelines on which activities need to be undertaken, such as demonstrating catheter insertion to encourage or foster knowledge transfer (Burgess & Mellis, 2020). Learning objectives can also guide the most effective techniques to use to foster an understanding of the intended content. The learning objectives are also meant to provide focus, ensuring that the instructors are following the content that is directly aligned with the intended learning outcomes.

For example, suppose the content is about ethical guidelines for providing proper care during catheterization. In that case, the instructor should provide content allowing the students to understand the key ethical guidelines and principles related to catheter care. Learning objectives are also supposed to guide the assessment activities, such as using observation to assess learners’ acquisition of skills and techniques in properly inserting and managing catheters. Therefore, learning objectives play a critical role in planning activities and organizing content used in the training.

Part 3: Evaluation of Nurse Educators

Evaluation is a critical part of the learning process. Oermann and Gaberson (2016) state that term evaluation is an important process of judging whether a learner has attained the required educational outcomes based on assessment data. Evaluation answers whether nurses in a training program acquired the knowledge and skills that enhanced their competencies in practices and intended by the training or learning program. The evaluation process is usually conducted before developing the program, during, and after implementation of the program, with each step serving a different purpose. The importance of evaluation is to verify the training or learning effectiveness, assess the training’s ability to achieve its goals and identify the areas that require improvement.

Therefore, the main goal of the evaluation process should be to develop an appropriate framework for evaluating training programs.

How Evaluation Methods Address a Particular Level of Evaluation

Using Kirkpatrick’s model, one of the levels that could be used to evaluate the training is a reaction (Harper & Maloney, 2022). This is the first level and often requires an informal approach to evaluating training. In this case, the nurse educator may solicit reactions from the audience by asking them about their perceptions of the different techniques or even use a smile sheet to evaluate the learner’s experience during the training. The smile sheet will be able to assess and evaluate how the learners feel about the training process. Another way is by using observation and interaction with the learners to get their reactions and perceptions of the training based on its relevance and content delivery.

According to the Kirkpatrick model, the second level is learning (Alsalamah & Callinan, 2021). In this case, learners could be evaluated using pre and post-test assessments or surveys to establish whether there are any changes in knowledge or skills in handling urinary catheters before and after the training, understanding of ethical and cultural issues that could emerge when dealing with patients using catheters to list a few.  By conducting the surveys, the instructor can identify a change in the level of competency matching the learning component in Kirkpatrick’s model.

The third approach would be using the fourth level, where evaluation is done based on improvements in organizational outcomes; in this case, better handling of patients using urinary catheters and reduced catheter-associated infections. Considering the achievement of the fourth level, results can be obtained by reviewing the hospital records, specifically the number of CAUITI cases in the hospital, readmission rates resulting from CAUTIs, and patient satisfaction scores, to name a few. The changes in the listed metrics will show the achievement of intended results thus meeting the fourth evaluation criteria of the model.

How Evaluation Methods Address the Respective Domain of Learning

The three targeted domains of learning selected for the training were the cognitive, affective, and psychomotor domains. The cognitive domain measures the understanding of the concepts taught. Using evaluation methods such as pre-and post-test surveys, the instructor can distinguish whether the learners have grasped the concepts surrounding proper handling and management of catheters and dealing with risk factors associated with CAUTIs.

For the psychomotor domain, the instructor can use observation to assess whether the learners can effectively apply the techniques taught skillfully, for example, catheter insertion and removal, to avoid injury to the patient. For the affective domain, one evaluation approach is the use of surveys, including patient satisfaction surveys, to assess whether the values, both cultural and ethical, are integrated when handling patients under catheters.

How Alignment of Evaluation Methods to Learning Objectives and Learning Outcomes Ensures Cohesive Educational Design

Alignment of evaluation methods with the learning objectives and outcomes ensures cohesive education design by creating a standard set of expectations for the training program. The defined evaluation methods, objectives, and outcomes clarify expectations that can be easily assessed at the end of the program. Likewise, having the three aspects aligned also fosters learner motivation, given that they can assess their improvement based on the taught content, giving them a sense of accomplishment (Vidal-Marti, 2023).

Aligning the evaluation methods with the objectives and outcomes also provides guidance when adjusting the educational design without interfering with the flow or purpose of the content. Ultimately, the cohesion of the three creates a sense of consistency in providing instruction and guidance throughout the training.

Conclusion

Having a structured education design for nurse educators is vital for effective knowledge transfer. This paper has provided elaborate details on a structured training program targeting proper handling and management of catheters to reduce CAUTI rates, including evaluation methods. The design used two models, mainly Bloom’s taxonomy when creating objectives and Kirkpatrick’s evaluation model, to guide the evaluation and subsequent methods being used. It is recommended to have the evaluation, objective, and outcomes aligned when creating such education designs to have consistency in training and achievement of learning outcomes.

References

Alsalamah, A., & Callinan, C. (2021). Adapting Kirkpatrick’s four-level model of training criteria to evaluate training programs for head teachers. Education Sciences, 11(3), 116. https://doi.org/10.3390/educsci11030116

Burgess, A., & Mellis, C. (2020). Planning, preparing, and structuring a small group teaching session. BMC Medical Education, 20(2), 462. https://doi.org/10.1186/s12909-020-02281-4

Gupta, P., Thomas, M., Mathews, L., Zacharia, N., Ibrahim, A. F., Garcia, M. L., Simbulan, C., Mohamed, F. A., & Hassan, M. E. (2023). Reducing catheter-associated urinary tract infections in the cardiac intensive care unit with a coordinated strategy and nursing staff empowerment. BMJ Open Quality, 12(2), e002214. https://doi.org/10.1136/bmjoq-2022-002214

Harper, M.G., & Maloney, P. (2022). Nursing professional development scope & standards of practice (4th ed.) Association for Nursing Professional Development.

Oermann, M., & Gaberson, K. B. (2016). Assessment and the educational process. In Evaluation and testing in nursing education (5th ed., pp. 3–20). New York, NY: Springer Publishing Company

Vidal-Marti, C. (2023). Evaluation of a training program to train older adults as facilitators in a memory training project: using Kirpatrick’s model. Quality in Ageing and Older Adults, 24(1/2), 65-78

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