Answer

1. Needs Assignment and Gap Analysis

   Gap Analysis

   Project:

   Organization:

   Student name:

   Best Practice #1: Embed self-care training in the teaching curriculum

   Best Practice Strategies	How Your Practices Differ from Best Practice	Barriers to Best Practice Implementation	Will Implement Best Practice
   Teach students self-care techniques and skills	Nursing in Health and Illness II course: 80 hrs. Nursing in Health and Illness III course: 96 hrs. Lab practical	High academic workload	Yes
   Reflective learning	Clinical Vocational/ Practical Nurse course: 256-320 hrs.	Many hours of practical and theoretical study
   Proper diet	Strict tardy policy; three tardies are considered 1 absence	Longer class sessions and extra hours in simulation labs
   Physical exercise	Weekly exams, testing theory content Dosage exam in which 88% score is expected Attendance award given to students who have recorded zero absences during the entire program	Regular exams and engagement in extra activities, including blood drives, clinical evaluations and fairs implies students have very limited or no time to develop a physical exercise routine
   Breathing techniques and other stress-reduction techniques	Students only trained on patient care and professional practice	Specification on minimum grades to be attained

    

   Best Practice #2: Incorporate Mindfulness training in the teaching curriculum

   Best Practice Strategies	How Your Practices Differ from Best Practice	Barriers to Best Practice Implementation	Will Implement Best Practice
   Prepare students to understand the nature as well as frequency of thoughts that come from a given behavior or feeling, and attain a more balanced emotional state to reduce stressors.	Students receive the academic excellence award if they have a GDP of 3.5 or higher in vocational nurse training courses, and not in any other area of training or professional development Students who unable to score 75% or higher in any of the vocational nurse training courses are not allowed to complete the program	Increased focus on academic qualification will force tutors and students to focus on activities and or concepts that drive high academic performance, rather teach or learn mindfulness skills and techniques.	No. Mindfulness techniques vary across religious and cultural groups, and so each student must be allowed to adopt and practice techniques that are appropriate for his/ her religion and culture.

    

   Best Practice #3: Staff and peer mentorships and modelling

    

   Best Practice Strategies	How Your Practices Differ from Best Practice	Barriers to Best Practice Implementation	Will Implement Best Practice
   Provide a non-threatening and supportive learning environment	Possibility of discontinuation from the program if one scores less than 75% Awarding academic excellence to only students with GDP of 3.5 or higher in vocational nurse training courses breeds competition in the learning environment	Specification on minimum grade requirements will discourage group work, participation in class discussions and other approaches for creating a conducive learning environment and encouraging role modeling.	Yes
   Encourage teaching staff and senior nursing students to mentor new students to help them acquire effective communication effective skills as well as self-esteem and self-efficacy	Weekly exams on theory content. At-risk assessments of students with lower grades in the weekly exams	High academic workload, combined with weekly exams and lab practical where high grades are expected, negatively affects participation in mentorship programs.

    

   References

   Belnavis, C. S. (2019). Addressing Students Stress Levels in Nursing   Education Programs.

   Blum, C. (2014). Practicing self-care for nurses: A nursing program    initiative. OJIN: The Online Journal of Issues in Nursing, 19(3), 3.

   Lewis, M. L., & King, D. M. (2019). Teaching self-care: The utilization of self-       care in social work practicum to prevent compassion fatigue, burnout,   and vicarious trauma. Journal of Human Behavior in the Social      Environment, 29(1), 96-106.

   Moulzolf, H. (2015). Embedding Self Care Strategies into the Nursing Curriculum: The Students’ Lived Experience.

    

   Workflow Diagrams

   Figure 1: Flowchart depicting the current nursing curriculum and related educational needs and knowledge gaps

    

    

    

    

    

    

   Figure 2: Workflow diagram depicting the future nursing curriculum with best practices

    

   Summary

   Gap analysis revealed various differences between current practices in the Texarkana’s nursing curriculum and the best practices or the ideal state. First, the current curriculum places emphasis on academic qualification and high grades, as opposed to reflective learning. Notably, nursing students at the college are expected to maintain an average of 75% or higher in vocational nurse training courses; and those who fail to attain this grade risk being dismissed from the program. Combined with lab sessions and extra activities such as clinical assignments and evaluations, this increased focus on higher scores in nursing courses increases the demand for studying among students, thereby depriving them of time to participate in co-curricular activities and other programs aimed at personal development.

   In comparison, best practices in the teaching of nursing student goe beyond mere academic achievement. Instead, they focus on embedding self-care and mindfulness training, and coaching in the curriculum in order to equip students with skills for preventing and coping with stress and burnout, both as nursing students and practicing nurses in the future. Another best practice, as identified by the gap analysis, is bordered around creating a supportive and non-threatening environment through peer and staff mentorships, coaching and modeling. This equips students with vital skills necessary for not only communicating effectively, but also attaining a higher sense of self-efficacy and self-esteem. Combined, these best practices produce nurses who are more resilient to environmental stressors, such as role conflict and workplace incivility, which ultimately enhances their retention in a given healthcare facility due to increased compassion and reduced levels of stress and burnout.

   Certain barriers need to be addressed if the aforementioned best practices have to successfully implemented. Nursing courses, by nature, are characterized by high academic workload, ranging from long hours of theoretical studying to simulation labs, regular exams/ assessments, and clinical assignments. This implies that there will be the issue of time constraint when trying to incorporate these best practices in the nursing curriculum. Second, the fact that the learning environment at the college is socially and culturally diverse means that some self-care and mindfulness techniques taught during the program, under the new integrated curriculum, might not work for some student groups.