C Hicks1, D Hennessy. 1. School of Continuing Studies, University of Birmingham, UK.
Abstract
BACKGROUND: As one means of addressing the problem of providing high quality health care within a context of diminishing resources, the British National Health Service (NHS) has promoted the concept of evidence-based clinical care. In order to integrate this concept effectively within routine practice, nurses need a sound knowledge of fundamental research methods. Unfortunately, the research skills courses that have been provided have typically relied on assumption to determine course content and chance factors for recruitment. Unsurprisingly, such haphazard provision is highly wasteful of resources, targeting neither the real skill deficits of the workforce nor the personnel most in need of this type of training. AIM: To demonstrate a more systematic approach to identifying the skill deficits of any specified workforce. METHODS: A survey was conducted with a random sample of nurses, who covered a range of grades and clinical specialities, using a psychometrically valid and reliable training needs analysis tool. FINDINGS: The results revealed both common training needs as well as skill deficits pertinent to a given locality and clinical area. CONCLUSIONS: Using more objectively derived information affords the commissioning of customized research skills courses that have the capacity to meet the needs of both the local organization and its employees. In this way, limited training budgets can be more effectively targeted.
BACKGROUND: As one means of addressing the problem of providing high quality health care within a context of diminishing resources, the British National Health Service (NHS) has promoted the concept of evidence-based clinical care. In order to integrate this concept effectively within routine practice, nurses need a sound knowledge of fundamental research methods. Unfortunately, the research skills courses that have been provided have typically relied on assumption to determine course content and chance factors for recruitment. Unsurprisingly, such haphazard provision is highly wasteful of resources, targeting neither the real skill deficits of the workforce nor the personnel most in need of this type of training. AIM: To demonstrate a more systematic approach to identifying the skill deficits of any specified workforce. METHODS: A survey was conducted with a random sample of nurses, who covered a range of grades and clinical specialities, using a psychometrically valid and reliable training needs analysis tool. FINDINGS: The results revealed both common training needs as well as skill deficits pertinent to a given locality and clinical area. CONCLUSIONS: Using more objectively derived information affords the commissioning of customized research skills courses that have the capacity to meet the needs of both the local organization and its employees. In this way, limited training budgets can be more effectively targeted.