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Training Needs Assessment for Nurses in Sennar State, Sudan: Cross Sectional Study (1)

Received: 26 February 2019     Accepted: 12 April 2019     Published: 12 July 2019
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Abstract

Continuous professional development for all health care providers including nurses is vital to be updated and able to provide quality services. All types of continuing professional development programs are often described as a cycle. This cycle is composed of interrelated components that are the steps of a systematic process, usually starting with identifying learning needs and ending with assessing learning and training evaluation. Training Needs Assessment (TNA) is a method to determine performance gaps, and what training is required to fill in these gaps. Appropriate use of TNA can prevent unnecessary spending on improper, inefficient, and/or ill-targeted training programs, and maintain more focus on the real needs. It also helps save time and resources. The following paper will address the issue of TNA and its accompanying paper will consider the issue of training evaluation in Sudan. The study overall objective was to assess training needs among nurses in Sennar and Singa hospital and to compare the results. Specific objectives were: to identify training needs from viewpoint of nurses, doctors and sisters as well as to develop need-based training module. It was descriptive cross sectional study. A total of 173 nurses, 15 sisters and 13 doctors participated in the need assessment survey. Survey results showed that most of nurses had not attended any in-service training. There were clear gaps in equipment using, task performance, communication and ethical issues. The most important training needs were infection control, communication, ethics, and nursing emergency. Infection control training manual was developed accordingly. There were real and conceptual training needs for nurses identified by nurses, sisters and doctors. All of these training gaps and needs should be considered in the development of future training modules for nurses in Sennar State. In the future, continuous professional development should be promoted through sound evidence-based planning, which means that TNA must be an activity that precedes the preparation and implementation of training programs. Delivering training with the career path so that each nurse has the training opportunity is also strongly recommended as well as fair distribution of training opportunities in the state.

Published in Science Journal of Public Health (Volume 7, Issue 4)
DOI 10.11648/j.sjph.20190704.11
Page(s) 104-114
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Training Needs Assessment, Needs Assessment, Training, Training Evaluation, Nurses

References
[1] FMOH, National Human Resources for Health strategic plan 2012-2016. Khartoum: DGHRD 2012.
[2] Badr E, the Academy, of Health Science: present situation and future prospect, Sudanese Journal of Public Health. 2008; 3: 136-139.
[3] FMOH, CPDD Organizational Structure and CPD profile2010 (unpublished).
[4] FMOH, Human Resource for Health Strategic work plan for Sudan. Khartoum: DGHRD. 2007.
[5] FMOH, CPD Policy2006. Khartoum: DGHRD2007.
[6] FMOH, CPD policy 2011. Khrtoum: DGHRD2011.
[7] Mahfod J. Libyan Nurses and Their Training Needs: An Overview and Analysis of TNA as a Tool to Enhance Nurse Learning and Effectiveness. GSTF Journal on Business Review (GBR). 2014; 3(2): 71-79.
[8] Ferreira R. R., Abbad G. Training Needs Assessment: Where We Are and Where We Should Go. BAR, Rio de Janeiro. 2013; 10(1): 77-99.
[9] Yeasmin S, Ferdousour K Triangulation' research method as the tool of Social Science research. BUP journal. 2012; 1(1): 2219-485.
[10] Hennessy D, Hicks C, Hilan A, Kawonal Y, a methodology for assessing the professional development needs of nurses and midwives in Indonesia. Human Resources for Health. 2006; 4(8).
[11] Pascoe T, et. al. The educational needs of nurses working in Australian general practices. Australian Journal of Advance nursing. 2007; 24(3) 33-37.
[12] Robson D, et. al. Mental health nursing and physical health care: a cross-sectional study of nurses’ attitudes, practice, and perceived training needs for the physical health care of people with severe mental illness. International Journal of Mental Health Nursing. 2013; 22: 409–417.
[13] Bekkema N. Training needs of nurses and social workers in the end-of-life care for people with intellectual disabilities: a national survey. Nursing Education Today. 2014; 34(4): 494-500.
[14] Procter S, et. al. Practice nurse education needs analysis survey results: Buckinghamshire new university of west London (report) 2016.
[15] Abd El-Salam G, et. al. The educational needs among obstetrical and gynecological nursing ElGharbia Governorate. Journal of Nursing Education and Practice. 2016; 6(4): 84-91.
[16] Rama Devi V, Mallika RaoM. Training needs identification of nursing staff – a case study of a health care organization. Excel International Journal of Multidisciplinary Management Studies. 2012; 2(5): 147-153.
[17] Hashim, S. Evaluation of Role of Continuing Professional Development (CPD) on Job Satisfaction and Retention of Health Workers in two States in Sudan. SMSB. 2013. Unpublished MD Thesis.
[18] Irma P, et. al. Evaluation of communication training programs in nursing care: a review of the literature. Patient Education and Counseling. 2000; 39: 129–145.
[19] Philip M, et. al. Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies. Journal of Applied Psychology. 2003; 88. (5): 879–903.
Cite This Article
  • APA Style

    Nada Mohamed Ali Alnair, Elfatih Mohamed Malik, Malaz Elbashir Ahmed, Ibrahim Ismail Mohamed Abu. (2019). Training Needs Assessment for Nurses in Sennar State, Sudan: Cross Sectional Study (1). Science Journal of Public Health, 7(4), 104-114. https://doi.org/10.11648/j.sjph.20190704.11

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    ACS Style

    Nada Mohamed Ali Alnair; Elfatih Mohamed Malik; Malaz Elbashir Ahmed; Ibrahim Ismail Mohamed Abu. Training Needs Assessment for Nurses in Sennar State, Sudan: Cross Sectional Study (1). Sci. J. Public Health 2019, 7(4), 104-114. doi: 10.11648/j.sjph.20190704.11

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    AMA Style

    Nada Mohamed Ali Alnair, Elfatih Mohamed Malik, Malaz Elbashir Ahmed, Ibrahim Ismail Mohamed Abu. Training Needs Assessment for Nurses in Sennar State, Sudan: Cross Sectional Study (1). Sci J Public Health. 2019;7(4):104-114. doi: 10.11648/j.sjph.20190704.11

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  • @article{10.11648/j.sjph.20190704.11,
      author = {Nada Mohamed Ali Alnair and Elfatih Mohamed Malik and Malaz Elbashir Ahmed and Ibrahim Ismail Mohamed Abu},
      title = {Training Needs Assessment for Nurses in Sennar State, Sudan: Cross Sectional Study (1)},
      journal = {Science Journal of Public Health},
      volume = {7},
      number = {4},
      pages = {104-114},
      doi = {10.11648/j.sjph.20190704.11},
      url = {https://doi.org/10.11648/j.sjph.20190704.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjph.20190704.11},
      abstract = {Continuous professional development for all health care providers including nurses is vital to be updated and able to provide quality services. All types of continuing professional development programs are often described as a cycle. This cycle is composed of interrelated components that are the steps of a systematic process, usually starting with identifying learning needs and ending with assessing learning and training evaluation. Training Needs Assessment (TNA) is a method to determine performance gaps, and what training is required to fill in these gaps. Appropriate use of TNA can prevent unnecessary spending on improper, inefficient, and/or ill-targeted training programs, and maintain more focus on the real needs. It also helps save time and resources. The following paper will address the issue of TNA and its accompanying paper will consider the issue of training evaluation in Sudan. The study overall objective was to assess training needs among nurses in Sennar and Singa hospital and to compare the results. Specific objectives were: to identify training needs from viewpoint of nurses, doctors and sisters as well as to develop need-based training module. It was descriptive cross sectional study. A total of 173 nurses, 15 sisters and 13 doctors participated in the need assessment survey. Survey results showed that most of nurses had not attended any in-service training. There were clear gaps in equipment using, task performance, communication and ethical issues. The most important training needs were infection control, communication, ethics, and nursing emergency. Infection control training manual was developed accordingly. There were real and conceptual training needs for nurses identified by nurses, sisters and doctors. All of these training gaps and needs should be considered in the development of future training modules for nurses in Sennar State. In the future, continuous professional development should be promoted through sound evidence-based planning, which means that TNA must be an activity that precedes the preparation and implementation of training programs. Delivering training with the career path so that each nurse has the training opportunity is also strongly recommended as well as fair distribution of training opportunities in the state.},
     year = {2019}
    }
    

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    AB  - Continuous professional development for all health care providers including nurses is vital to be updated and able to provide quality services. All types of continuing professional development programs are often described as a cycle. This cycle is composed of interrelated components that are the steps of a systematic process, usually starting with identifying learning needs and ending with assessing learning and training evaluation. Training Needs Assessment (TNA) is a method to determine performance gaps, and what training is required to fill in these gaps. Appropriate use of TNA can prevent unnecessary spending on improper, inefficient, and/or ill-targeted training programs, and maintain more focus on the real needs. It also helps save time and resources. The following paper will address the issue of TNA and its accompanying paper will consider the issue of training evaluation in Sudan. The study overall objective was to assess training needs among nurses in Sennar and Singa hospital and to compare the results. Specific objectives were: to identify training needs from viewpoint of nurses, doctors and sisters as well as to develop need-based training module. It was descriptive cross sectional study. A total of 173 nurses, 15 sisters and 13 doctors participated in the need assessment survey. Survey results showed that most of nurses had not attended any in-service training. There were clear gaps in equipment using, task performance, communication and ethical issues. The most important training needs were infection control, communication, ethics, and nursing emergency. Infection control training manual was developed accordingly. There were real and conceptual training needs for nurses identified by nurses, sisters and doctors. All of these training gaps and needs should be considered in the development of future training modules for nurses in Sennar State. In the future, continuous professional development should be promoted through sound evidence-based planning, which means that TNA must be an activity that precedes the preparation and implementation of training programs. Delivering training with the career path so that each nurse has the training opportunity is also strongly recommended as well as fair distribution of training opportunities in the state.
    VL  - 7
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Author Information
  • Federal Ministry of Health, Continuous Professional Development Directorate, Khartoum, Sudan

  • Community Medicine Department, Faculty of Medicine, University of Khartoum, Khartoum, Sudan

  • Community Medicine, Federal Ministry of Health, Khartoum, Sudan

  • Community Medicine Department, Faculty of Medicine, King Abdul-Aziz University, Al Fashir, Sudan

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