Literature related to training needs analysis and models of quality control for organizations

Literature related to training needs analysis and models of quality control for organizations

a) Continuing Professional Development
Findings suggest that anxiety and lack of confidence in non‐medical prescribing pose a
significant challenge for Nurses. Strategies that are most likely to improve prescribing
confidence are through a blended learning approach that involve higher education institutions
and workplace employer collaboration to train nurses and other nursing professionals with skills
for prescribing (Weglicki, et al., 2015) . In addition, retail health clinics are an expanding health
care delivery model and an emerging new practice site for nurse practitioners. Critical thinking
skills, clinical competence, inter-professional collaboration, and business savviness are necessary
for successful practice in this highly independent and autonomous setting (Thabault, et al., 2015).
New nurses particularly value a preceptor model, clinical case conferences, and business
Webinars since their main aims are to gain clinical experience and learn the business acumen
relevant to managing the processes of care. Graduate nurses also feel they are not ready for the

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doctoral course and would have preferred to take it later in their practice. They also valued the
academic course and felt that it enhanced their perception and leadership skills.
Successful transition of nursing graduates is linked to post-registration or employer
factors and less so to pre-registration paid employment factors. Three organizing themes stand
out: a matching skill set, the beginning foundation and a job well done. Globally, valuing
beginning practice by the nursing profession largely depends on how they were accepted into the
work environment. Despite the stressors faced by the majority of new graduate nurses adjusting
to the rigors of practice, graduate transition can be improved by supportive institutional practices
and fostering collegial respect. Successful graduate nurse transition improves job satisfaction and
is an effective strategy to address the ongoing pressures of recruitment and retention of new
graduates.
b) Game‐based intervention in the development process
Game‐based learning adds play into educational and instructional contexts. Even though
there is a lack of standard methodologies or formulaic frameworks to better inform game‐based
intervention development, there exist scientific and empirical studies that can serve as
benchmarks for establishing scientific validity in terms of the efficacy of using games to achieve
serious outcomes. The development of these games does not normally follow a specific set of
guidelines, which limits replication. There is a need to reflect on such a multidisciplinary process
and infuse knowledge from relevant disciplines towards developing a unity of considerations and
approaches beyond the disciplinary perspectives. An infused and trans‐disciplinary
methodological framework could serve as a guideline to inform the development process of a
game‐based approach. digital game interventions aiming to support the delivery of
Relationships and Sex Education (RSE) in the UK have been tested and informed by frameworks

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such as the Four‐Dimensional Framework (4DF), the Intervention Mapping (IM) approach,
Mechanics Dynamics Aesthetics model (MDA) and Learning Mechanics‐Game Mechanics
(LM‐GM) mapping. IM, when infused with the game design considerations of 4DF, provides a
more procedural perspective to game‐based intervention development, collectively reflecting a
participatory development approach. Subsequently, other theoretical and methodological
frameworks such as the MDA and the LM‐GM models can be embedded in order to marry the
pedagogical aspects with the entertainment attributes of gameplay. These components, when
integrated, may formulate a trans‐disciplinary model that can be adopted and adapted by other
researchers, designers and developers.
c) Assessing engagement in electronic health (eHealth) and mobile health (mHealth)
Qualitative methodologies are commonly employed in the digital health setting to inform the
development of interventions and as an evaluation measure. In most cases, the focus of the
evaluation has been on perceptions of usability and acceptability, rather than engagement.
However, some studies have used think-aloud measures to understand cognitive processes and
emotional reactions when navigating the intervention and viewing intervention content in real
time. Others have explored users’ flow experiences, adherence and lived experience of
technology using qualitative interviews, focus groups, or a combination of think-aloud and
interview methods. Along with explor