Formulating a web-based educational needs assessment questionnaire from healthcare competencies
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Formulating a web-based educational needs assessment questionnaire from healthcare competencies

David Cochrane Lecturer in post-registration nursing, Nursing Education Development Unit, Glasgow Caledonian University, Glasgow, UK
Janette Palmer Lecturer in post-registration nursing, School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, Glasgow, UK
Grace Lindsay Reader in clinical nursing research, School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, Glasgow, UK
Elizabeth Tolmie Doctoral student, School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, Glasgow, UK
Douglas Allan Senior lecturer in post-registration nursing, School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, Glasgow, UK
Kay Currie Head of division of post-registration nursing, School of Nursing, Midwifery and Community Health work at Glasgow Caledonian University, Glasgow, UK

This paper by David Cochrane, Janette Palmer, Grace Lindsay, Elizabeth Tolmie, Douglas Allan and Kay Currie describes a project that led to the formulation of an online educational needs assessment tool by drawing on national healthcare competencies in coronary heart disease. It discusses the merits of web-based data collection and concludes that web-based survey systems offer distinct advantages providing researchers proceed with care

The NHS Greater Glasgow & Clyde Managed Clinical Network (MCN) for Coronary Heart Disease was formed in 2003 with the aim of improving the heart health of the people of Glasgow and Clyde. One particular target of the MCN was to improve cardiac services for the adult population by setting local priorities that reflected Scottish Executive Health Department (SEHD) policies (SEHD 2002). A major challenge to the MCN was how to address issues of staff recruitment, education and training to improve the effectiveness of the future cardiac workforce. A shift of focus to healthcare outcomes, coupled with increased inspection of quality of care and recognition of clearer lines of accountability among healthcare staff, has placed competency and in general defining specific competencies at the core of education planning and provision (Cassel 2004).

Nurse Researcher. 16, 2, 64-75. doi: 10.7748/nr2009.01.16.2.64.c6762

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