Learning Needs Assessment
Learning Needs Assessment - Related Videos
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
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Cited by 2 •
2010
The structure and process for measuring student learning outcomes through customizable assessment rubrics is discussed and applied to a doctoral nursing education program.
08:44
Assessing Spatial Learning and Memory in Small Squamate Reptiles
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Cited by 3 •
2017
This paper describes a modification of the Barnes maze, a standard rodent paradigm used to assess spatial memory and learning, for use in small squamate reptiles.
13:57
Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Cited by 43 •
2015
This paper aims to describe the techniques involved in the collection and synchronization of the multiple dimensions (behavioral, affective and cognitive) of learners’ engagement during a task.
10:39
Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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2025
This paper outlines the protocol for qualitatively and quantitatively validating a university service-learning instrument, following the parsimony criterion to create the most robust and optimal version possible. The Delphi qualitative validation method and Robust Unweighted Least Squares Exploratory Factor Analysis, as a quantitative item optimization method, are utilized for this purpose.
10:06
An Introduction to Learning and Memory
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2023
Learning is the process of acquiring new information and memory is the retention or storage of that information. Different types of learning, such as non-associative and associative learning, and different types of memory, such as long-term and short-term memory, have been associated with human behaviors. Studying these components in detail helps behavioral scientists understand the neural mechanisms behind these two complex phenomena. JoVE's overview on learning and memory introduces common...
FAQs
It compares current knowledge, skills, and competencies with defined expectations such as professional standards, patient-care requirements, or responsibilities attached to a clinical role. The difference between present capability and expected performance indicates where development may be needed. This comparison keeps educational planning connected to actual practice demands rather than relying only on general learner preferences.
Learner reports, educator input, workplace observations, assessments, and other relevant evidence describe capability from different perspectives. Considering these sources helps clarify whether an identified need reflects a knowledge issue, a skill or competency gap, or a mismatch between training and workplace expectations. The resulting picture can support more focused and defensible educational decisions.
Priorities are shaped by the importance of the gap to defined goals, patient-care requirements, professional standards, and role-specific performance. Available training resources also influence which needs receive attention first. This process prevents every identified difference from being treated equally and directs educational effort toward competencies most relevant to clinical practice and healthcare-system needs.
A practical sequence begins by clarifying the expected clinical standards, patient-care requirements, or role outcomes. Educators then collect information about current capabilities, compare findings with those expectations, and identify meaningful gaps. Finally, they rank the needs and translate the priorities into educational objectives, teaching approaches, and resource decisions that address the selected gaps.
Useful evidence may come from the learners themselves, educators, workplace observations, formal or informal assessments, and other sources relevant to the clinical setting. Each source contributes information about current performance or expected capability. Combining them allows the assessment to reflect both the educational perspective and the conditions in which clinical work is performed.
It is useful when educators must design or refine training for individuals or groups, develop competencies, or align instruction with patient and healthcare-system needs. Findings can guide educational objectives, teaching methods, and allocation of training resources. The approach also provides a basis for connecting learning programs with practice performance rather than treating education as separate from clinical work.