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BRIEF NEEDS ASSESSMENT AND RELATED CONCEPTUAL FRAMEWORK 1 Brief Needs Assessment and Related Conceptual Framework Name Institution Author Note

BRIEF NEEDS ASSESSMENT AND RELATED CONCEPTUAL FRAMEWORK 2 Brief Needs Assessment and Related Conceptual Framework Nursing students need to be offered nursing education that would enable them to ascertain delivery of quality, reliable, adequate, and safe medical care to the patients. When developing a teaching plan for nursing students, educators must identify the teaching outcomes and establish whether they relate to nursing practices to ensure their effectiveness once integrated by the nursing students. The teaching plan developed by nursing educators should always meet the objective of producing nursing graduates that are competent enough to provide patients with quality medical care. The National League for Nursing, especially the Human Flourishing category, explains how Baccalaureate nurses would engage in providing patients with high-quality care through incorporating the knowledge and skills provided by their educators with the clinical and didactic courses (Keating, 2014). The characteristics as a nurse educator that I would want to see in graduates a year after they completed my teaching plan would be that they engage in ethical practices within the health care industry, compassionate, engage in critical thinking and adapt effectively to all health environments. The characteristic of engaging in ethical practices within the health care industry explains that graduate nurses require to adhere to the nursing profession code of ethics whenever providing medical care to patients. Nurses are needed to engage in providing patients with safe and quality medical care without considering their race, social status, and religion. Therefore, I would require to see my graduates engage in providing medical services to patients through adhering to the nursing code of ethics and being compassionate to the patients and their colleagues. There is a need for nurses to always engage in showing compassion to the patients, their colleagues, and friends and families of the patients to build trust with such individuals. This would help create a positive relationship between the nurses and those they serve; thus, ensuring that patients' needs and complaints are heard, recognized,

BRIEF NEEDS ASSESSMENT AND RELATED CONCEPTUAL FRAMEWORK 3 and acted upon, leading to quality medical services (Keating & DeBoor, 2017). Nurses are always required to engage in critical thinking, and this is often through identifying the problem within there are of jurisdiction and finding the most effective solution to the problem. Graduate nurses need to ensure that they posit the characteristic of adapting to any nursing environment since the changing patient needs as a result of the emergence of new diseases need to be acknowledged. Nurses need to have the character of engaging their patients to understand their needs to help provide them with adequate medical care. The theoretical concepts that would help guide the development of the teaching plan towards ensuring nursing graduates provide quality care to the patients and undertake the nursing characteristics would be cognitive learning theory and constructivist theory. The rationale for selecting the cognitive learning theory is that it focuses on learning as an essential aspect of understanding, thinking, and undertaking conscious activities (Lavoie et al., 2018). Therefore, the theory will ensure that graduate nurses indulge in critical thinking and acquire skills that would enable them to provide quality medical care to patients. Constructivist learning theory explains that students need to engage in learning through observing. When students engage in observing their educators and their teachers, they would learn a lot, especially what is required of them towards providing medical care to the patients. The constructivist learning theory ascertains that nurses engage in ethical nursing practices and adapt to any nursing environment.

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BRIEF NEEDS ASSESSMENT AND RELATED CONCEPTUAL FRAMEWORK 4 References Keating, S. B. (Ed.). (2014). Curriculum development and evaluation in nursing . Springer Publishing Company. Keating, S. B., & DeBoor, S. S. (Eds.). (2017). Curriculum development and evaluation in nursing education . Springer Publishing Company. Lavoie, P., Michaud, C., Bélisle, M., Boyer, L., Gosselin, E., Grondin, M., ... & Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing , 74 (2), 239-250.

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