Planning for Teaching & Learning in Nursing
Unit 1: Task Analysis
Facilitator:
Bernice Taverner
By
Muhammad Farooq Saeed
Zafar Iqbal Channa
Allah Rakhi
MScN Students
University of Health Sciences, Lahore
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Objectives
At the end of this session the learners will be able to:
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Define task, analysis, and task analysis
Enlist the Characteristics of Task Analysis
Explain Task Analysis Cycle
Enlist the uses of Task Analysis
Procedure of Task Analysis
Describe the Task Analysis Process
Enlist Advantages And Disadvantages
Classification of Task Analysis
Identification of Nursing Situation
Taba's method of identifying nursing tasks
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Task Analysis
Task:
• A piece of work assigned or done as part of one's duties.
• A task is also a set of actions or behaviors, which produce a
meaningful result
• A task is a discreet unit of work performed by an individual.
• A task has subsection called subtask,
– these are smaller step within the task.
Analysis:
• Analysis is the process of breaking a complex topic or
substance into smaller parts to gain a better understanding of it
• the separating of any material or abstract entity into its
constituent elements
http://en.wikipedia.org/wiki/Analysis
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Task Analysis
Breaking tasks into small chunks…
A process of determining the underlying abilities required and
the structure of motor skills that need to be performed to
complete a task.
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Task Analysis
• Task analysis is how to accomplished a task, including a
detailed description of both manual and mental
activities,task and element durations, task frequency,
task allocation, task complexity, environmental
conditions, necessary equipment, required for one or
more people to perform a given task..
• Task analysis defines:
• What teacher and teams or both doing
• What should be done in order to contribute to current
results
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Task Analysis
Task analysis provides the basis of
selecting appropriate teaching
tactics and strategies and
formulating the objectives of
teaching
…START small.
Think BIG, but..
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Characteristics of Task Analysis
1. Description of learning activities
2. Identification of desired behavior
3. Identification of appropriate situation and
techniques of motivation
4. Developing criterion test for measuring the desired
behavioral change
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Task Analysis Cycle
• “Pre-task phase, where teachers set up relevant topic
schemata, explain the task and clarify the intended
outcome”
• “Task itself, where learners, on their own, or in pairs
or groups, work toward the task outcome. Here the
focus is principally on meaning”
• “Post-task phase, drafting, finalizing, and presenting
the outcome or finished product to others.”
(Willis, 2004, p. 37)
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Why use Task Analyses
• Safety
• Identify study needs
• Good design for students learning map.
• Provide basis for analysis of human error in
teaching learning
• Incident/Accident investigation tool
• Productivity
• Allocation of function
• Person specification
• Task & interface design
• Skills & knowledge acquisition
• Performance assurance
• Provide bases to design decisions
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Procedure of Task Analysis
Task Elicitation
Interviewing, observing
and taking notes
Task
Representation
Clarifying notes, making
diagram or tables
Show notes to
user
When applicable
review the representation
Input to design
Implementation of task
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The Task Analysis Process
According to Jonassen, it consists of five distinct functions
1. Classifying tasks: according to learning outcomes
2. Inventorying tasks: Identifying tasks or generating a list of
tasks
3. Selecting tasks: Prioritizing tasks and choosing those that are
more feasible and appropriate if there is an abundance of tasks
to train.
4. Decomposing tasks: Identifying and describing the
components of the tasks, goals, or objectives.
5. Sequencing tasks and sub-tasks: Defining the sequence in
which instruction should occur that will best facilitate
learning.
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Task analysis Techniques
what happens before” and
“what happens after”
questions,
to ensure that any task
dependencies are
understood
Before?
Why?
What is done or
To be done
“why” assists in identifying
the appropriate levels of
analysis
After?
Activities can be broken
down into smaller and
smaller components
( hierarchical decomposition)
How?
by asking the question
“how” at each stage
ANDRICH, R. et al 1993. Tools & Techniques Task Analysis. user fit Tools.
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Advantages and Disadvantages of Task Analysis
Advantages:
• Clearly define, what resources, processes, and results are
related to current task
• Systematically review the completion of current tasks and
their results.
• Students learning needs assessment will be better prepared
• Identify both what is working well and what is not working
Disadvantages:
• Time consuming
• Require resources that may not have been included in your initial
planning.
• It can be challenging to determine
– If and how the completion of tasks would change due to needs
assessment recommendations
– How those results may impact on other parts of the system 13
Classification of Task Analysis
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Classification of Task Analysis
• Content Analysis
• Job Analysis/ Functional Job Analysis
• Skill Analysis
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1. Content Analysis
• Is a topic analysis, in which a subject matter is analyzed into
subtopics and subtopics into elements
• Is the basis for preparing instructions and formulating the
objectives of teaching
– Lesson plan.
– nursing administration, elements of administration,
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Process of Content Analysis
• Step 1: Identify the Subject (i.e. teaching writing skills)
• Step 2 : Investigate what Expert performers (teachers) know
• Step 3: Investigate how teacher/student perform the activity
• Step 4: Conduct a literature search on the subject
• Step 5: Create a model that fit the subject into a performance
plan
• Step 6: Describe the subject in a way that will facilitate learning
of others
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2. Job Analysis
• Job Analysis is a systematic process
of collecting, processing, analyzing,
interpreting and documenting data
about jobs and their requirements.
• The purpose of Job Analysis is to
establish and document the 'job
relatedness' of employment
procedures such as training, selection,
compensation, and performance
appraisal.
http://www.hr-guide.com/data/G000.htm
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Job Analysis…
•
•
Concerned with tasks which are related to some
professional and social activity.
It involves psychomotor activities i.e
• teacher task,
• nurse task,
• doctor task etc.
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Job Analysis…
•
Job analysis gathers and identifies information
about job;
Examine the overall contents
– Content
– Requirements
– Context
Select jobs to be analyzed
Collect data on jobs
Prepare job description
Prepare job specification
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Employer
Requirements
Basic Skills
Cross Functional Skills
Knowledge
Education
Worker
Characteristics
Abilities
Job values
Interests
Working style
Behavior
Experience
Requirements
Training
Experience
Licensure
Registration
Job Requirements
Generalized
Job activities
Job context
Organization context
O*NET Model of
Job
Analysis
Job Characteristics
Permanent/ Adhoc
Job value
Wages
Future career
Job Specific
Requirement
Title
Task
Duties
Level of class
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http://www.onetcenter.org/content.html
Job Analysis…
1. Job Content
• Job Content refers to the activities required for the job
• Functional job analysis (FJA) describes job content in
terms of:
 What the teacher does in relation to data, students, and
jobs he performed
 What methods and techniques the teacher uses
 What tools and equipment the teacher uses
 What Knowledge, Skills and Abilities (SKA) teacher
produces
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Job Analysis…
2. Job requirements
–
–
–
education,
experience
licenses
–
personal characteristics an individual needs to perform
the job
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Job Analysis…
3.
Job context
– Describes the environment within which the job is to be
performed
• It refers to such factors as
– Physical demands and working conditions of the job
– Degree of accountability and responsibility
– Extent of supervision required or exercised
– Consequences of error
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Results of Job Analysis…
Job designs specify three characteristics of jobs
– Range
– Depth
– Relationships
• Job Range
– The number of tasks a teacher is expected to be
performed
– The more tasks required, the greater the job range
• Job depth
– Degree of influence or discretion that an individual
has to choose job activities and job outcomes
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Results of Job Analysis…
Job Depth and Range…
High
Depth
Low
Depth
Automobile
mechanics
Assembly
line workers
Low Range
Research
Scientists
Maintenance
persons
High Range
Business
High
Depth
Low
Depth
Anesthesiologists
Chiefs of Nursing
& Surgeries
Book Keepers
Nurses
Low Range
High Range
Hospital
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Results of Job Analysis…
• Job Relationships
– Determined by managers’ decisions regarding
departmentalization bases and spans of control
– The wider the span of control, the larger the group
– The larger the group, the harder it is to establish
friendship and interest relationships
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Steps in Job Analysis
• Step 1:
Decide how you’ll use the information.
• Step 2:
Review relevant background information.
• Step 3:
Select representative positions.
• Step 4:
analyze the job
• Step 5:
Verify the job analysis information.
• Step 6:
Develop a job description and job specification.
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Methods of Job Analysis
• Interviews
• Structured Questionnaire / Inventory
• Direct Observation
• Logbooks / Work Diaries/ Records
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3. Skill Analysis
• It is related to psychomotor activities but concerned with
specific skills.
• Skill analysis is included in the job analysis in which particular
skills are analyzed i.e.
– Communication skills
– Nurse-patient rapport development skills
– Skill of teaching, scholarly writing
– Skill of nursing care procedure
– Ventilator and defib. Machine operating skills
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Task Description
By Miller ( 1962)…
• Describes precisely all the interactions among a job position,
the equipment used on the job, and the overall job
environment.
• Task description is a key element in the overall systems
analysis and the primary focus for designing jobs and training
people for these jobs.
• Job design includes decisions about what specific tasks should
be accomplished by whom.
• Once the job design is complete, the task descriptions are then
used to drive the design of training, for the task descriptions
specify exactly what people in a specific job must do.
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Identification of Nursing Situation
• Task is derived by analysis of actual experiences in
nursing situations
• On the basis of work location, hospital, community,
school, wherever nursing is performed
• Analysis of abstract concepts such as happiness,
stress, pain, health and other relevant concepts,
nurses perceived
• As change occur in nursing, the tasks of the nurse
will change, in turn, learning needs of the students
of nursing increases
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Taba's method of identifying nursing tasks
• Guide the student to take any of the steps for which he/she is
at the moment best prepared
• Increases the possibility of students learning success by
focusing on activities that are relevant
• Facilitates the acquisition of gradually high levels of learning
creates an awareness of progress among the class
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Identification of Nursing Situation
Anaphylactic Reaction
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Identification of Task in Nursing Situation
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Define anaphylactic reaction
Explain how this reaction may be prevented
Determine how to give a sensitivity test
Determine the time of onset of the reaction
from the patient
• Describe the appearance of the patient
• Determine the inciting agent of the reaction
by obtaining information about the patient
• Differentiate inciting agents according to
expected anaphylactic reaction
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Identification of Task in Nursing Situation …
• List the possible physiologic effects of anaphylactic reactions.
• Determine, by examining the patient, whether a reaction is
local or general.
• Demonstrate how to maintain a free airway in a patient who is
having an anaphylactic reaction.
• Categorize drugs used in the treatment of an anaphylactic
reaction according to specificity of reaction
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Identification of Task in Nursing Situation…
• Make inferences related to possible reactions to treatment in
this specific incident.
• Compare the underlying physiologic changes in anaphylactic
reaction with the normal physiology.
• Justify the choice of drug used with this patient in this
particular incident
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Thank You for Attentive Listening
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Questions & Answers session
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References
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Basavanthappa, B.T. (2003),Nursing Education, (ed 1st), Jaypee
Brothers, Medical Publishers, India.
Neeraja, K. P(2003), Text Book of Nursing Education,
(ed 1st), Jaypee Brothers, Medical Publishers, India.
http://www.job-analysis.net/retrival-date: 17/11/2009
http://www.onetcenter.org/content.html/retrival-date; 17/11/2009
http://www.questia.com/PM.qst?a=o&d=91844909 /retrivaldate17/11/2009
http://intranet.stgregorys.edu/people/faculty/amjames/Fall2005/Managp
p/Duening_Chapter_08.ppt
http://www.robharris.com/MGT%20611/Content/Chap013.ppt#277,23,J
ob Analysis: Job Context
http://depts.washington.edu/eproject/objectives.htmretrivaldate18/11/2009
http://www.chra.army.mil/catalog/Civilian%20HR%20Transformation%
20Curriculum/Fundamentals%20of%20Classific
http://siteresources.worldbank.org/WBI/Resources/213798-
194538727144/4Final-Task_Analysis.pdf
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