A needs assessment, as part of a comprehensive environmental scan, is defined as the “analysis of a practice gap to differentiate a deficit in knowledge, skills, or practice implementation from a system/process issue” (Harper & Maloney, 2022, p. 122). By doing a learning needs assessment, we can identify and prioritize learning needs, guide educational design decisions, and be good stewards of resources by targeting the root causes of practice gaps and using appropriate interventions (Harper, 2023). 

The Association for Nursing Professional Development (ANPD) conducts a formal learning needs assessment every two years. This, along with evaluations from ANPD programming, gives the staff team a better understanding of the learning needs of members and their experiences with ANPD products and resources. The objectives of this year’s assessment were to gain demographic information about our current and potential future members, and to guide topic identification for future educational opportunities. As a dynamic and growing organization, and this assessment allows ANPD to build on current resources and educational offerings—ultimately helping to achieve ANPD’s strategic goals of providing high-quality products and services and advocating for the nursing professional development (NPD) role.

The learning needs assessment survey was emailed to ANPD members and others in July and was open through August 2024. Additionally, the survey was highlighted on the ANPD website and social media channels. There were 1,470 responses were collected, and details of the demographic information and education needs are shared in the video below. 

Of great interest to the ANPD NPD team are responses to the questions designed to identify educational needs. The survey listed 60 areas of NPD practice and asked participants to rate their need for education on the topic. There was also an opportunity to write in additional topics.

The survey results identified the topmost needed educational topic as “using technology in education,” with almost 75% of participants selecting 4) Needed, or 5) Most needed. Technology in education means innovative tools that are used for creating, teaching, and delivering educational activities. This has been an evolving focus of ANPD education programming for the past several years. Recently, we hosted a webinar on this topic, “Stop the Madness: Implementing a Tool to Manage Requests for Education,” and offered a recording of a live presentation, “Next Level Education: Exploring Teaching, Development, and Technology.” These webinars and educational activities, along with the ones mentioned below are available in the ANPD Continuing Education Center for up to three years from their recording date. ANPD members may watch for free.

The second topic with the highest identified needs, with 73% of respondents indicating interest, is “incorporating learner engagement in education.” Learner engagement is how involved the participant is in the educational activity. Basics of learner engagement are covered in the Core Curriculum for Nursing Professional Development (6th ed.) and many of the NPD Quick Guide Series books.

“Determining return on investment of NPD work” was the third most identified education need at 70%. Being able to determine and communicate the return on investment of NPD work is important in showing the value of NPD efforts and of the NPD specialty. Some recent ANPD webinars on this topic include “A Call to Action: Recognizing the Value of the NPD Department” and “Return on Investment: Changing the Game.”

“Technological advances” came in fourth with 69% of respondents identifying it as a knowledge gap, and “fostering innovation” is fifth with 67%. There are so many new technologies and solutions not commonly used in education—exploring how these can enhance nursing educational activities will be a future focus of ANPD programming. 

Some common themes from the open-text responses include interest in learning more about artificial intelligence and gamification. Recently, ANPD hosted webinars titled “NPD, Partnering With AI in Care and Practice” and “Mission Possible: Role Development Through Gamification.” 

I would like to extend a heartfelt thank you to all those in the NPD community who took time to complete this important survey. Your input is valued and directly impacts offerings from ANPD. The NPD team—including the Director of Education Naomi Fox, DNP, RN, NPD-BC, CCRN, and my fellow Education Program Manager Mary Smith, MSN, RN, NPD-BC, NC-BC, AMB-BC, C-EFM, CCE—will work with ANPD’s Innovation and Implementation Committees, future Program Planning Committees, and other volunteer groups to use this data to develop and implement innovative and meaningful educational offerings. The assessment data, as part of a comprehensive environmental scan, will guide topic identification for ANPD future educational offerings, webinars, NPD in Motion articles, and NPD Forecast podcast episodes. I am pleased to present the results of this assessment in the video below.

 

References

• Harper, M. G. (2023). Core curriculum for nursing professional development (6^th ed.). Association for Nursing Professional Development
• Harper, M. G., & Maloney, P. (2022). Nursing professional development: Scope & standards of practice (4^th ed.). Association for Nursing Professional Development