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Volume 19 (2)
Volume 19, Issue 2, Spring 1999 
J Contin Educ Health Prof 1999; 19(2):111-121
ORIGINAL ARTICLES
Barbara J. Daley, PhD Sarah A. Wilson, PhD A b s t r a c t The provision of continuing education in the health professions relies on the under-lying assumption that the learning needs of staff have been assessed and that this assessment leads to a comprehensive educational plan to meet the needs identified. Research indicates that learning needs assessments happen less in practice than continuing education providers would like to believe. The purpose of this article is to describe a methodology for assessing learning needs of staff in long-term care facilities by combining needs assessment with qualitative research methodology. The authors present a model in which the data analysis component of the described research generated two complementary sets of research and education outcomes. A description of how the research and education findings were employed in program planning and evaluation is provided. Finally, implications for the practice of continuing professional education are expressed. The authors conclude that collaboration between researchers and continuing education providers benefits both the research and learning needs assessment processes. Keywords: Continuing Professional Education; Learning Needs Assessment; Needs Assessment |
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