Browsing by Subject "needs assessment"

Now showing 1 - 8 of 8
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    "A Lot of People Want to Know, They Just Have No Idea How to Ask": A Needs Assessment of a Reproductive Health Peer Education Program
    (2024-07) Comer, Anna Catherine; Bute, Jennifer J.; Brann, Maria; Head, Katharine
    Reproductive health education is an important part of having a comprehensive understanding of health as a whole and sexual health specifically; however, reproductive health is often overlooked in university health education. Peer education initiatives have long been used in sexual health to create a comfortable environment for peer learners, while teaching valuable information that impacts both peer educators and peer learners. Students and peer educators are the primary stakeholders in a university reproductive health education program and can provide insight into topics and delivery that are most salient to them. Using a needs assessment framework, I conducted focus groups with stakeholders (n=10) to understand what information participants found important and how they wanted that information to be presented to them. I analyzed the data using thematic analysis and the social ecological model (Stokols, 1996) to better understand what levels of influence where impacting participants’ access to reproductive health education. Results provided practical applications related to content and method of delivery of reproductive health education as well as theoretical applications in regard to the explicit inclusion of communication within the social ecological model.
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    Determining the Needs for Pediatric Diabetes Education among Nurses
    (2024-04-26) Ray, Lauren; Delecaris, Angela
    INTRODUCTION: Inpatient management of children and adolescents with diabetes requires a cohesive multidisciplinary team confident in the needs of patients requiring insulin. Previous studies have reported diabetes-related knowledge deficiency in adult-medicine nurses, however there is limited literature in pediatric nurses. Other researchers have trialed various diabetes education (DiabEd) programs in small cohorts and encountered barriers with study retention. At our hospital, pediatric patients with diabetes are often, but not always, admitted to a specific unit (8 East, 8E), which may lead to unequal experience in nurses caring for these children on other units. OBJECTIVE: Our objective was to measure the previous experience, training, comfort, and knowledge of pediatric nurses related to insulin and diabetes care. We also sought to understand the distribution of patients with insulin needs across units of the hospital. METHODS: A needs assessment was conducted with surveys to nursing representatives, review of diabetes resources available on each unit, and data surrounding insulin usage and incident reports pertaining to diabetes or insulin. Surveys consisted of six questions regarding current DiabEd provided for nurses and interest in further DiabEd. A pretest consisted of 2 validated tools: a modified Diabetes Self-Report Tool (mDSRT) and modified Diabetes Knowledge Test 2 (mDKT2). The mDSRT used a 4-point Likert scale for 10 items covering confidence in aspects of inpatient diabetes care, with higher scores reflecting higher confidence. The mDKT2 consisted of 15 multiple choice questions. RESULTS: Of 8 non-acute care units (nonACUs) evaluated, 25% had standard diabetes-specific training for new nurses and none had ongoing education after orientation. Seven units expressed the desire for additional DiabEd. Unit resources were out-of-date and 63% of nonACUs lacked any physical resources. Although nonACUs outside of 8E were responsible for only 16% of insulin usage in the hospital over the prior 24 months, they were referenced in 29% of incident reports. Of 47 nurses who completed the pretest, 13 (28%) missed >1 hypoglycemia-related question and 31 (66%) missed >1 ketone-related question. Of all survey responders, 22 (45%) reported receiving no DiabEd in the prior 2 years, 86% of whom had taken care of patients with diabetes in that timeframe. There were no differences in mDKT2 scores between nurses who had received DiabEd within the last 2 years (12.9+/-1.4) and those who had not (12.8+/-1.8, p=0.812). Nurses on 8E scored higher on the mDSRT (3.6+/-0.5, n=5) compared to nurses on other nonACUs (2.9+/-0.5, n=44; p=0.004). There was a positive correlation between mDSRT and mDKT2 scores (p<0.001, r=0.512), representing higher confidence with higher diabetes knowledge scores. CONCLUSION: The needs assessment and pretest data are consistent with previous studies in adult-medicine nurses and support the need for ongoing DiabEd for pediatric nurses. To our knowledge, this is the first study to evaluate educational needs of nurses related to diabetes care in children and adolescents and to create a curriculum to meet those needs. From these findings, a new DiabEd curriculum was developed and is currently implemented, with posttest data planned.
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    Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2018-2019
    (IUPUI, 2019) Graunke, Steve
    The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning.
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    Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2019-2020
    (IUPUI, 2020) Graunke, Steve
    The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning.
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    Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2020-2021
    (IUPUI, 2021) Graunke, Steve
    The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning.
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    Interdisciplinary Approach to Fall Prevention at HTS
    (2021-05-03) Wolter, Emma; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Murray, Cassie
    The doctoral capstone student developed a fall prevention program, “Steady: A Comprehensive Therapy Approach to Fall Prevention,” for physical, occupational, and speech therapists at Healthcare Therapy Services (HTS) to utilize to reduce the prevalence and risk of falls among older adults. The student conducted a thorough needs assessment process involving research, meetings, and an anonymous survey to gather necessary information to create the program. The majority of the capstone was spent creating a 100-page manual that included assessments, interventions, and handouts along with a tracking log for managers to record falls among all residents. At the end of the semester, HTS sent an email with the finalized manual and a recorded presentation explaining how to implement the program. Additionally, the student emailed several therapists and managers to receive feedback to evaluate the project. Positive feedback was given regarding both the program components and presentation. By providing a program manual and recorded presentation, the student has offered a sustainable project for HTS therapists to utilize to reduce falls and to improve outcomes with their older adults residents.
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    Laying the Ground for Online English as a Second or Foreign Language (ESL/ EFL) Composition Courses and University Internationalization: The Case of a U.S.- China Partnership
    (2014) Ene, Estela
    As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a methodological model for assessing (1) English as a Second Language (ESL) and English as a Foreign Language (EFL) composition and online learning needs and resources prior to developing courses for a new population; (2) the potential for collaboration between partnering institutions; and (3) the effectiveness of an online English composition course. The chapter illustrates, in a step-by-step fashion, the decision-making process which shaped the needs assessment and the actions based on it. By doing so, it provides a realistic portrayal of the complexity of the Needs Assessment (NA) and curriculum development process.
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    SAVI Public Health Needs Assessment: Final Report and Recommendations
    (The Polis Center, IUPUI, 2007-07) Comer, Karen F; Kandris, Sharon; Colbert, Jay; Devadasan, Neil; Bodenhamer, David J
    This report summaries the 2007 assessment of current and projected health sector uses of the SAVI Community Information System (SAVI) and recommends SAVI enhancements to meet the information needs of decision makers, practitioners, and researchers. Based on focus groups and key informant interviews, it was discovered that local decisionmakers and practitioners in Central Indiana currently used SAVI, or would like to use SAVI, to assess the relative spatial demand and supply of health and human services, select sites for new health and human service facilities, assess patient access to health and human service facilities, select locations for services and programs, and track characteristics of facility catchment areas. Health practitioners and public health professionals were interested in using geospatially-enabled indicators for more effective planning and interventions, including to track public health outcomes, understand the socio-economic and physical environment of individual patients and communities, locate target populations for existing and potential health programs and services, support grant applications, and inform the public about environmental risk factors and disease prevalence in their communities. Clinical translational and public health researchers are using, or would like to use, geospatially-enabled measures for the study of social and environmental determinants of health, health disparities, environmental exposure and health risk, predictors of health knowledge, ecological models of health behavior, health service access, quality, and cost, and efficacy of health interventions. Detailed recommendations are provided for both short- and long-term enhancements to SAVI based on the existing and potential SAVI users and uses identified via this study and toward assisting the local health sector improve health knowledge and ultimately the health and wellbeing of Central Indiana communities.