Learning Needs Assessment of CRNA Clinical Instructors

p. 3 Background and Significance p. 4 Introduction to the Problem p. 4 Problem Statement p. 6 Study Purpose p. 7 Clinical Questions p. 7 Literature Review p. 7 Search Method p. 7 Definition of Terms p. 8 Challenges of Clinical Instructors p. 9 Characteristics of Effective Clinical Instructors p. 11 Lack of Educational Programs for Clinical Instructors p. 13 Needs Assessment of Clinical Instructors p. 14 Program Implementation p. 16 Theoretical Framework p. 18 Project Design p. 22 Methods p. 22 Target Population p. 22 Survey p. 23 Data Collection p. 23 Findings p. 24 Discussion p. 31 Limitations p. 36 Ethical Considerations p. 37 Future Recommendations p. 38 Conclusion p. 40 References p. 42 Appendix A: Survey p. 46 Needs Assessment Survey Appendix B: Training Verification p. 50 CITI training certificate of completion FCOI certificate of completion Appendix C: Supporting Documents p. 53 DNP Committee approval form Faculty letter of support Department Chair letter of support Appendix D: Information sheet for participation in survey p. 56 Appendix E: IRB Approval Letters p. 57 NorthShore University HealthSystem Nursing Research Council Approval NorthShore University HealthSystem IRB Approval DePaul University IRB Approval Appendix E: Sample Outline of Educational Program p. 60 CRNA LEARNING NEEDS ASSESSMENT 3 Abstract Background/Significance: Clinical instruction in nurse anesthesia often involves Certified Registered Nurse Anesthetists (CRNA) "teaching as they were taught", lacking a current curricular framework or training in clinical education. This gap between classroom and clinical setting is well documented in the literature. While studies concur formal educational programs for clinical instructors are lacking, very few needs assessments based on current evidence exist. Purpose: The aim of this project was to assess the learning needs and perceived challenges of CRNA clinical instructors. A learning needs assessment of CRNA clinical instructors in a large academic institution affiliated with a school of nurse anesthesia was performed. Methods: A descriptive, cross–sectional design was used. Results: Twenty-two CRNAs participated in this electronic survey. More than half of the participants stated they would be willing to participate in clinical instructor training. Offering continuing education credits further increased likelihood of participation. “Motivating and challenging trainees to enhance performance” was identified as the topic of most interest. “Distraction from patient care” and “time pressure” were identified as the most frequently faced challenges. Conclusion: CRNAs identified topics of interest and challenges in the learning needs assessment. The information gleaned from the survey may be used in the future to develop learning modules for training CRNA clinical instructors. Based on the findings of the survey in this project, an educational program for CRNA clinical instructors is proposed.Background/Significance: Clinical instruction in nurse anesthesia often involves Certified Registered Nurse Anesthetists (CRNA) "teaching as they were taught", lacking a current curricular framework or training in clinical education. This gap between classroom and clinical setting is well documented in the literature. While studies concur formal educational programs for clinical instructors are lacking, very few needs assessments based on current evidence exist. Purpose: The aim of this project was to assess the learning needs and perceived challenges of CRNA clinical instructors. A learning needs assessment of CRNA clinical instructors in a large academic institution affiliated with a school of nurse anesthesia was performed. Methods: A descriptive, cross–sectional design was used. Results: Twenty-two CRNAs participated in this electronic survey. More than half of the participants stated they would be willing to participate in clinical instructor training. Offering continuing education credits further increased likelihood of participation. “Motivating and challenging trainees to enhance performance” was identified as the topic of most interest. “Distraction from patient care” and “time pressure” were identified as the most frequently faced challenges. Conclusion: CRNAs identified topics of interest and challenges in the learning needs assessment. The information gleaned from the survey may be used in the future to develop learning modules for training CRNA clinical instructors. Based on the findings of the survey in this project, an educational program for CRNA clinical instructors is proposed.