1. D OCUMENTING E VIDENCE OF E FFECTIVENESS IN Y OUR A PPROVED P ROVIDER U NIT F ALL, 2014 W EBINAR S ERIES Educational Design Process Ohio Nurses Association and Montana Nurses Association 1 (c) ONA, 2014

2. S ERIES P LANNERS & F ACULTY Pam Dickerson, PhD, RN-BC, FAAN Director of Continuing Education, Montana Nurses Association Terry Pope, MS, RN President, Nursing Institute for Continuing Education Zandra Ohri, MA, MS, RN Director of Continuing Education, Ohio Nurses Association 2 (c) ONA, 2014

3. S ESSION 3 E DUCATIONAL D ESIGN P ROCESS : P ROVIDING THE E VIDENCE Objective: Identify evidence to validate the effectiveness of your provider unit in use of the educational design process for your learning activities. 3 (c) ONA, 2014

4. D ISCLOSURES Requirements for successful completion: Attendance at event & turning in an evaluation form. Conflict of interest: Planners & faculty have declared no COI The Ohio Nurses Association (OBN-001-91) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. 4 (c) ONA, 2014

5. O F N OTE This webinar is designed to increase your effectiveness in documenting evidence of your work related to the EDP criteria – it is NOT intended to address the criteria themselves. If you have specific questions about things like how to do a needs assessment, assess for conflict of interest, or negotiate a commercial support agreement, please contact your nurse peer review leader. 5 (c) ONA, 2014

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7. O VERVIEW OF EDP C RITERIA D OMAINS EDP 1 & 2: Assessment EDP 3-6: Planning EDP 7-11: Design Principles EDP 12-13: Achievement of Objectives 7 (c) ONA, 2014

8. EDP 1 AND 2: A SSESSMENT OF L EARNING N EEDS Criterion: CNE activities are developed in response to, and with consideration for, the unique educational needs of the target audience. EDP 1 – Method of assessing learning needs of the target audience EDP 2 – Use of data to develop a learning activity to address a gap in knowledge, skill, or practice 8 (c) ONA, 2014

9. EDP 3 – 6: P LANNING Criterion: Planning for each educational activity must include one nurse planner and one other planner. One of the planners must have appropriate subject matter expertise for the educational activity. EDP 3 – Process to select a planning committee EDP 4 – Process to identify a conflict of interest EDP 5 – Process for resolution of a conflict of interest EDP 6 – Process used to determine requirements for successful completion 9 (c) ONA, 2014

10. EDP 7 - 11: D ESIGN P RINCIPLES Criterion: The educational design process incorporates measurable educational objectives, best available evidence, and appropriate teaching methods. EDP 7 – Developing measurable objectives related to change in practice or nursing professional development EDP 8 – Selection of content based on best available evidence EDP 9 – How content integrity is maintained EDP 10 – Precautions with commercial support / sponsorship EDP 11 – Selection of teaching methods to achieve purpose and objectives 10 (c) ONA, 2014

11. EDP 12 – 13: A CHIEVEMENT OF O BJECTIVES Criterion: A clearly defined method that includes learner input is used to evaluate the effectiveness of each educational activity. Results from the activity evaluation are used to guide future activities. EDP 12 – How summative evaluation data are used to guide future activities EDP 13 – How evaluation data demonstrated change in nursing practice or nursing professional development 11 (c) ONA, 2014

12. W RITING TO THE C RITERIA First – provide a description 2-3 paragraphs, or about ½ page Clearly articulate your process, focusing on key words Then – provide an example One specific instance – the more detail, the better Focus on how you implemented the process described Keep internal consistency in mind – will your sample activities support your description and example? 12 (c) ONA, 2014

13. EDP 1: A SSESSMENT OF L EARNING N EEDS Nurse Planner’s methods of assessing the current learning needs of the target audience Key Points Methods used by the activity’s nurse planner Current learning needs Target audience for a specific learning activity 13 (c) ONA, 2014

14. EDP 1: T HINGS TO C ONSIDER First: What is the opportunity for improvement or the problem in practice? Second: What outcome is desired to address this issue? Third: Who needs this information? Fourth: Why do they need it? ** this is your needs assessment for an activity!  Be sure you aren’t doing “wants” or “likes” assessments! 14 (c) ONA, 2014

15. EDP 2: A SSESSMENT OF L EARNING N EEDS How the Nurse Planner uses data collected to develop an educational activity that addresses the identified gap in knowledge, skills, and/or practice. Key points: Use of data Gap analysis Development of activity 15 (c) ONA, 2014

16. EDP 2: T HINGS TO C ONSIDER What is a “gap analysis”? Why does it matter? When planning an activity, how does this process form the foundation for determining the desired outcome, then planning the activity? 16 (c) ONA, 2014

17. EDP 3: P LANNING The process used to select a planning committee for an educational activity, including why an individual member was chosen. Key points: Planning committee Selection – process and a specific member 17 (c) ONA, 2014

18. EDP 3: T HINGS TO C ONSIDER Planning committees should reflect relevance to the activity being planned – be cautious of “generic” planning committees Remember internal congruence – if you state that speakers are always on the planning committee, reviewers will look for that in your sample activities What is the role of the planning committee? Provide clear evidence. 18 (c) ONA, 2014

19. EDP 4: P LANNING The process used to identify all actual and potential conflicts of interest for all members of the planning committee, presenters, authors, and content reviewers. Key points: Use of a standard process Knowledge of conflict of interest (COI) Relevance for everyone who can control content 19 (c) ONA, 2014

20. EDP 4: T HINGS TO C ONSIDER Clearly define COI – remember that it relates to people, not organizations Focus on identification of the COI – how do you do that? Don’t digress into other topics 20 (c) ONA, 2014

21. Q UESTION Is “completion of the BIO/COI form” adequate to identify conflict of interest? Yes No 21 (c) ONA, 2014

22. EDP 5: P LANNING The process for resolution of an actual or potential conflict of interest and the outcome achieved. Key points: Resolving a COI – what are the options? What is achieved when you exercise those options? NOTE: If you have never had to resolve a COI, answer this by providing an “as if” example – not applicable is not acceptable! 22 (c) ONA, 2014

23. EDP 6: P LANNING The process utilized during the planning phase of the educational activity to determine how participants will successfully complete the learning activity. Key points: Part of planning process Criteria for successful completion – not disclosure, but decision about what these will be Why that decision was made 23 (c) ONA, 2014

24. EDP 7: D ESIGN P RINCIPLES How measurable educational objectives are developed that address the change in nursing practice or professional development. Key points: Measurable objectives What can be “measured” Avoid 2 or more verbs in one objective Address change in practice or professional development Relevance to identified gap, purpose, and outcome measure 24 (c) ONA, 2014

25. EDP 7: T HINGS TO C ONSIDER How do you develop objectives for your learning activities? Who does this? If the presenter, how do the nurse planner and planning committee have input? How do you assure that the objectives are tied to the gap data and desired outcome? How do you assure that the objectives focus on the expectation for the learner, not the presenter? How are the objectives related to the teaching methods? How do the objectives relate to change in nursing practice or professional development? 25 (c) ONA, 2014

26. Q UESTION A BOUT O BJECTIVES Is it ok to give a blank planning table to a speaker to be filled out and returned to the nurse planner? Yes No 26 (c) ONA, 2014

27. W ORKING WITH T HE P LANNING T ABLE What’s the risk of the speaker completing this form independently? How does the speaker know what’s been identified as the practice gap or desired outcome? What if you get data back that isn’t “right”? 27 (c) ONA, 2014

28. EDP 8: D ESIGN P RINCIPLES How the content of the educational activity is selected based on best available current evidence Key Points: Content selection Based on “best available evidence” 28 (c) ONA, 2014

29. EDP 8 - E XAMPLE The speaker completes the planning table with the objectives and content. The nurse planner reviews the content to be sure it is on target with the expected presentation and will help the learner achieve the stated outcome. The speaker also provides 3-5 references that are dated within the past 5 years. If references are not provided, or if they are out-of-date, the nurse planner will contact the speaker to get better references. 29 (c) ONA, 2014

30. W HAT D O Y OU T HINK ? Is this a strong example to address EDP 8? Yes No 30 (c) ONA, 2014

31. T HINGS T O T HINK A BOUT Is it always appropriate for the speaker to do this work independently? What about content in relation to objectives and teaching methods? What’s “magic” about 5 years? Just because a reference is dated within the past 5 years, does that mean it’s the “best available evidence”? What are credible sources of evidence? 31 (c) ONA, 2014

32. EDP 9: D ESIGN P RINCIPLES How content integrity is maintained for CNE activities, including what precautions are taken to prevent bias and how those precautions are implemented Key Points: Content integrity Bias Implementing precautions 32 (c) ONA, 2014

33. W HAT IS “C ONTENT I NTEGRITY ”? Actual or potential conflicts of interest are resolved Content is based on best on best available evidence Independence from organization providing commercial support or sponsorship Freedom from promotional activity 33 (c) ONA, 2014

34. EDP 10: D ESIGN P RINCIPLES In the presence of commercial support/sponsorship, how additional precautions are taken to maintain content integrity for CNE activities, including what precautions are taken to prevent bias and how those precautions are implemented. Definition of commercial support Definition of sponsorship Not applicable if you never have had and never expect to have commercial support 34 (c) ONA, 2014

35. EDP 10: T HINGS TO T HINK A BOUT “Standard” commercial support / sponsorship agreement What else do you need to consider? What precautions do you take: Before an activity During an activity Note: If you have received commercial support or sponsorship within the past 2 years, describe your process, provide an example, AND attach an activity file with the commercial support/sponsorship evidence. 35 (c) ONA, 2014

36. EDP 11: D ESIGN P RINCIPLES How teaching methods were selected that are appropriate to achieve the purpose and objectives of the CNE activity Key Points: Selection of teaching methods for an activity Relationship of teaching methods to other components and desired outcome Relationship of teaching methods to criteria for successful completion 36 (c) ONA, 2014

37. EDP 12: A CHIEVEMENT OF O BJECTIVES How summative evaluation data for an educational activity were used to guide future activities. Key points: Summative evaluation Use of data 37 (c) ONA, 2014

38. EDP 12: S UMMATIVE E VALUATION Things to consider: What evaluation methods are you using? Are the methods themselves giving you helpful data? Who compiles evaluation data? Who analyzes evaluation data? Is there a “post-action” report or planning committee meeting to analyze the outcome? What do you do with the evidence from the summative evaluation to guide future activities? 38 (c) ONA, 2014

39. EDP 13: A CHIEVEMENT OF O BJECTIVES How evaluation data were collected to measure change in nursing practice or nursing professional development Key Points: Evaluation data use Measuring change Nursing practice? Professional development? 39 (c) ONA, 2014

40. EDP 13: M EASURING O UTCOMES Refer to initial gap analysis and needs assessment data What was the original “problem in practice” or opportunity for improvement? How do you know that issue has been addressed – or not? 40 (c) ONA, 2014

41. S UMMARY The educational design process is the heart and soul of your provider unit. Providing evidence of adherence to criteria demonstrates your commitment to quality continuing education to enhance nursing practice and professional development. Coming next: Quality Outcomes 41 (c) ONA, 2014

42. F OR F URTHER I NFORMATION Pam Dickerson, PhD, RN-BC, FAAN Director, Continuing Education Montana Nurses Association Telephone: 406-465-9126 pam@mtnurses.org Zandra Ohri, MA, MS, RN Director, Continuing Education Ohio Nurses Association Telephone: 614-448-1027 zohri@ohnurses.org 42 (c) ONA, 2014