Based on the evaluations conducted during weeks two and three, there is a clear need for an educational program that focuses on communication training and relationship building within the critical care nursing force. Communication and collaboration are among the most essential work skills necessary for success in the healthcare arena. Without adequate communication, errors are likely to result and inefficient delivery of health care services are likely. More and more health care organizations are requiring members of their workforce to collaborate together to deliver patient care and function as a unit (Caspi & Reid, 2002). Thus it is vital that educational programs focus on enhancing

No educational program is effective or complete without learner evaluation. Learner evaluation like educational instruction should be multi faceted to be effective and beneficial for all parties participating. At the end of instructional sessions, teachers should evaluate students to assess whether curriculum materials were delivered efficiently and in a manner that achieves the goals and objectives of the program. To achieve learner evaluation, teachers should survey students and ask them to self report on how well they perceive the design of the educational program to be.

Students should also provide recommendations for adapting the educational curriculum in the future to better service their needs and help match their needs based on their independent learner characteristics. Learner evaluation will also come in the way of work performance reviews, which will help instructors identify whether students are achieving their goals from a work perspective.

For purposes of this curriculum a task oriented or centered design model will be adopted to facilitate learning among critical care nurses. This model offers steps and strategies for teaching incumbents "how to do" things within the work environment and outlines a series of activities and steps that can occur to enable individuals to attain learning and work objectives (Caspi & Reid, 2002). This model was originally developed to help promote educational supervision, but can be easily modified to accommodate the needs of critical care workers. The model assumes field instruction is vital to the success and ability of students to transfer skills from the classroom to the work environment, part of the reason this model makes sense for critical care workers (Caspi & Reid, 2002).

A work based education will involve teaching students on the job or providing on the job training. This will require evaluation of student's communication and collaboration building activities in the workplace. To facilitate this, a supervisor will be appointed or mentor that will routinely evaluate a student's communication efforts and technological ability on the

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Approximate Word count = 1423
Approximate Pages = 6 (250 words per page double spaced)