PART 1: STAFF EDUCATION PLAN

1. DETERMINE A LEARNING NEED
   1. Needs assessment – Discuss how you determined your topic area.

As a practitioner in the delivery and labor ward, I have noticed that one of the most critical concerns for laboring women is managing pain. Epidurals and IV drugs are most frequently used, but I have noticed that non-pharmacologic comfort techniques have not been maximized in use. Although medical pain treatment is a top priority for many doctors and nurses, they may lack comprehensive training and are consequently unfamiliar with alternate comfort and patient satisfaction strategies: PART 1: STAFF EDUCATION PLAN.

After discussing with coworkers and reading patient feedback, I concluded that there is a lack of proper training in non-pharmacologic comfort techniques for pain management. I plan to bridge this divide by providing delivery and labor workers with evidence-based strategies for use in combination with pharmacologic pain management and improving patient satisfaction and outcomes (Smith et al., 2021).

1. Learner analysis of the target audience— Labor and Delivery Nurses and Doctors
   1. State your method of learner analysis

To measure the knowledge level of delivery and labor nurses and physicians, I administered a pre-training survey to 15 learners. The survey consisted of 10 multiple-choice and short-answer questions testing their understanding and application of non-pharmacologic pain management methods.

2. Submit summary of survey results

Used non-pharmacologic interventions sometimes but unconvinced of effectiveness	70%
Most often utilized a pharmacologic model with little familiarity of alternative modalities	50%
Underwent formal training in non-pharmacologic pain management	35%
Stated that a lack of time is a strong deterrent to using non-pharmacologic techniques in labor	60% (Nurses)
Agreed that patients preferred drugs over any other source of pain relief	40%

These results confirm that, although awareness of non-pharmacologic pain relief is present, a definite educational need to enhance confidence, practice, and knowledge is apparent.

Identify strengths and barriers to learning

3. Discuss the findings of your analysis of the audience traits/qualities
   1. The target population is delivery and labor physicians and nurses with considerable background in managing pain in delivery but possibly little training in non-pharmacologic approaches for pain management. Nurses have direct patient care and interpersonal comfort expertise and can effectively apply these approaches. Physicians have considerable decision-making authority in controlling pain and can include these approaches in practice routines (Katrine Thorgaard-Rasmussen et al., 2024).However, a general issue is the excessive use of pharmacologic interventions and a lack of trust in alternative approaches’ effectiveness. Time and work demands in delivery and labor departments can limit access for workers to apply these approaches consistently.
4. Summarize the environmental factors found in your context analysis
   1. The training session will be conducted in the educational room for staff at the hospital, with a projector, 20 chairs for attendees, and enough space for hands-on practice demonstrations. However, scheduling will have to be during break times for shifts, and attendance will have to be restricted due to hectic work routines.
5. Identify the potential barriers to learning in the audience and the environment that you have identified based upon your assessment
   1. A key obstacle to adopting non-pharmacologic pain relief methods is the time constraints faced by labor and delivery staff in their high-pressure environment. Furthermore, unfamiliarity and skepticism regarding the effectiveness of these alternative approaches can create resistance to change.
6. List any strengths and the strategies you plan to implement to reduce identified barriers to learning
   1. One of its greatest assets is the willingness of nurses to enhance patient care and provide hands-on intervention. Physicians will be essential in guiding pain management practice and can help support using these techniques. Training will be concise and participative to overcome obstacles, with real-life case examples, demonstrations, and role-play to maximize attendance (Forsetlund et al., 2021). Staff will receive a follow-up training booklet to consolidate learning and be encouraged to practice these techniques over time.
7. DEVELOP A TEACHING PLAN
   1. Design & develop the plan
      1. Based on the analysis discussed above state the learning priorities
         1. Increase awareness of non-pharmacologic, evidence-based interventions for pain (Jira et al., 2020).
         2. Provide hands-on training to instill confidence in staff in employing these techniques.
      2. List 3-5 learning objectives & identify the domain of each – Upon completion of the education, participants will be able to…
         1. Identify at least three non-pharmacologic methods for pain relief during childbirth. (Cognitive Domain)
         2. Demonstrate using a specific pain relief technique correctly in a practice setting. (Psychomotor Domain)
         3. Explain the physiologic benefits of non-pharmacologic interventions for pain management. (Cognitive Domain)
         4. Effectively communicate with expectant mothers about options for non-pharmacologic interventions. (Affective Domain)
      3. Teaching Plan
         1. Discuss sequencing, format, and strategies of your education

The training will commence with a 10-minute PowerPoint session introducing non-pharmacologic approaches to pain management. That will then be supplemented with a 5-minute hands-on practice, in which participants will practice breathing, massage, and positioning techniques. A 3-minute video will be incorporated, where real-life application of these techniques in a clinic will be exhibited.

To reinforce learning, a group discussion and role-playing session will follow, in which participants will practice communicating with patients regarding options for pain management. The session will conclude with a Q&A and post-training quiz to assess acquired information.

2. Provide an outline of your educational plan

Slide #	Topic of slide
1	Introduction: Importance of pain management in labor
2	Overview of non-pharmacologic methods of pain relief
3	Breathing techniques and health gains
4	Hydrotherapy and warm compresses
5	Positioning and movement strategies
6	Massage and counterpressure for pain relief
7	Application of music therapy aromatherapy
8	Patient communication and emotional support
9	Hands-on demonstration practice
10	Summary and Q&A

3. List the resources used to develop your plan
   1. Peer-reviewed journals for obstetric pain management.
   2. American College of Obstetricians and Gynecologists (ACOG) recommendations (Christopher et al., 2022).
   3. World Health Organization (WHO) labor pain management guidelines
4. List any A-V equipment needed
   1. Projector and screen for PowerPoint slides
   2. Video clips for demonstration
   3. Props for practicing with hands (massage tools, birth balls).
5. Describe how you plan to evaluate each of the objectives.
   1. Evaluation methods need to align with the domain of the objective (There should be a separate evaluation method listed for each objective you have listed).

Objective	Evaluation Method
1. Identify at least three non-pharmacologic methods for pain relief during childbirth.	Pre- and post-training quiz
2. Demonstrate using a specific pain relief technique correctly in practice.	Hands-on return demonstration
3. Explain the physiologic benefits of non-pharmacologic interventions for pain management.	Group discussion and case study review
4. Effectively communicate with expectant mothers about options for non-pharmacologic interventions.	Role-playing exercise

The pre-training survey will assess baseline knowledge, and the post-training survey will assess gained knowledge. Instructor observation will assess hands-on demonstration with proper technique use. Role-playing and group discussion will determine participants’ competency in effectively explaining and communicating these techniques to mothers.

References

Christopher, D., Markese, A., Tonick, S., Carpenter, L., & Harrison, M. S. (2022). Evaluating adherence to American College of Obstetricians and Gynecologists guidelines at the first obstetric visit. Women’s Health, 18, 174550572211225–174550572211225. https://doi.org/10.1177/17455057221122590

Forsetlund, L., O’Brien, M. A., Forsén, L., Mwai, L., Reiner, L. M., Okwen, M. P., Horsley, T., & Rose, C. J. (2021). Continuing education meetings and workshops: effects on professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2021(9). https://doi.org/10.1002/14651858.cd003030.pub3

Jira, L., Weyessa, N., Mulatu, S., & Alemayehu, A. (2020). Knowledge and Attitude Towards Non-Pharmacological Pain Management and Associated Factors Among Nurses Working in Benishangul Gumuz Regional State Hospitals in Western Ethiopia, 2018. Journal of Pain Research, Volume 13, 2917–2927. https://doi.org/10.2147/jpr.s265544

Katrine Thorgaard-Rasmussen, Helle Mölsted Alvesson, Pembe, A. B., Mselle, L. T., Unkels, R., Metta, E., & Fadhlun M. Alwy Al-beity. (2024). Women’s and maternity care providers’ perceptions of pain management during childbirth in hospitals in Southern Tanzania. BMC Pregnancy and Childbirth, 24(1). https://doi.org/10.1186/s12884-024-06606-9

Smith, A., Laflamme, E., & Komanecky, C. (2021). Pain Management in Labor. American Family Physician, 103(6), 355–364. https://pubmed.ncbi.nlm.nih.gov/33719377/

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

---

Data must be supported by evidence-based literature with APA reference list included – (25 points)

***Use of Artificial Intelligence or prohibited outside resources to complete this project is strictly prohibited.***

I. PART 1: THE PLAN

1. Determine a Learning Need: (10 points) – use template provided on page 3 to submit answers to the below questions
2. Perform Assessment

First, you must perform an assessment to determine what you would like to teach/educate others on.  Perhaps this is something you have special knowledge of or experience in that could be of benefit to the staff, or maybe it is something that you have observed being done incorrectly at your facility, it might be something you believe could benefit a segment of the staff, or it might be something the education director identifies as an area requiring staff education. You get to choose who your audience is (nurses, nursing students, CNAs, etc.). Make sure the topic is one that you can cover in a 15–20-minute presentation. State how you determined your topic area.

***Topic can NOT be the same one used for the EBP project in Clinical II.

***Submit topic to Staff Ed. Topic Pre-approval assignment folder in D2L.

2. Learner Analysis of Target audience

Once a topic area has been determined, a specific target audience is identified based on need, and a learner analysis is conducted to determine what the specific knowledge/experience level is on the identified topic.

1. Choose a method to evaluate the knowledge level of the target audience. The method may be an observation of psychomotor skills, a written or verbal survey, or a verbal exchange with nursing personnel or with the staff education department. The data should be objective, documented, and quantifiable.  The goal in this step is to determine how the targeted audience might benefit from education and what specific areas need to be addressed.
2. Provide documentation of analysis methods and results with the submission of the assignment.
3. Identify barriers to learning
4. Analyze the traits and qualities of the target audience as part of the learner analysis.  Discuss educational level, skill level, knowledge level, experience, cultural issues, age, etc.
5. Assess the environment where the education will be conducted (context analysis). Consider room size, predicted number of participants, temperature, lighting, noise, acoustics, and access to A-V equipment.
6. Identify potential barriers to learning in the audience and the environment.
7. Develop a plan to reduce identified barriers to learning
   

   PART 1: STAFF EDUCATION PLAN

 

1. Develop a Teaching Plan: (10 points)
2. Design and develop your plan
3. Analyze assessment results to determine specific learning needs identified in your assessment. Based on your analysis, state what you believe are the areas the audience is aware of and has knowledge in and those areas that you determine to be learning need priorities. Identify a minimum of two learning priorities.
4. Write two to five learning objectives (goals) to meet the learning needs identified above. Objectives should follow a similar format to patient care goals with subject, verb, criteria, condition, and time. i.e.  “At conclusion of the in-service, participants will….” *Identify the domain of each learning objective (cognitive, affective, or psychomotor).
5. Write a teaching plan to meet the objectives 
6. Discuss sequencing, format, and strategies of your education
7. Submit an outline of your educational plan – How to Write an Outline in APA format https://www.verywellmind.com/apa-outline-format-4685910 – HINT! The template below is in professional APA outline format.
8. Identify resources (nursing journal, texts, experts) utilized to develop teaching plan
9. Determine type of AV materials needed to present content.
10. Develop a method to measure effectiveness of teaching plan
11. The evaluation method may be a return demonstration, a written or verbal post-test, or a verbal exchange with the intended audience. The method chosen must be something measurable (that you can collect data on) that determines how effectively your audience met each of the learning objectives.
12. The method to measure effectiveness should reflect learner objectives and domains.

Directions

Complete the template below and submit it to the Staff Education Plan assignment folder in D2L by the due date determined by your clinical faculty to receive full credit. Utilize the grading rubric provided to evaluate your work.

Staff Education Plan (25 points)

1. Determine a Learning Need
2. Needs Assessment – Discuss how you determined your topic area.

 

2. Learner Analysis of the target audience
3. State your method of learner analysis

 

1. Submit summary of survey results

 

3. Identify strengths and barriers to learning
4. Discuss the findings of your analysis of the audience traits/qualities.

 

1. Summarize the environmental factors found in your context analysis.

 

1. Identify the potential barriers to learning in the audience and the

environment that you have identified based upon your assessment.

1. List barriers and the strategies you plan to implement to reduce barriers to learning.

1. Develop a Teaching Plan
2. Design & Develop the Plan
3. Based on the analysis discussed above, state the learning priorities.

1.

2.

1. List 3-5 learning objectives and identify the domain of each

Upon completion of the education, participants will…

1.

3.

4.

5.

2. Teaching plan
3. Discuss sequencing, format, and strategies of your education

 

1. Provide an outline of your educational plan

 

1. List the resources used to develop your plan

 

1. List any A-V equipment needed

 

3. Describe how you plan to evaluate each of the objectives. Evaluation methods need to align with the domain of the objective. (There should be a separate evaluation method listed for each learning objective you have listed above.)