Need For Such Training Research Articles

The Cross-Cultural Training Needs of Football Coaches

The ability to interact and communicate effectively in different cultural contexts has never been more relevant for football coaches because cultural diversity in football has increased in the past decades. Yet, there is a reduced number of institutions that are currently offering cultural training to coaches, and it is unknown whether coaches feel the need for such training. This study aimed to explore the cross-cultural training needs of 115 football coaches with national and/or international experience (M = 13.4 years; SD = 8.53). To maximise recruitment reach, an online survey with open-ended questions was used followed by a qualitative thematic analysis. There were four master themes: cross-cultural training needs in the global football market; cross-cultural awareness is important in football; football-specific cultural training; and training by migrant coaches, no matter how. Most coaches perceived a benefit from cultural training in preparation for international appointments, but some felt that coaches already had cultural awareness because they manage individuals and adjust easily to different cultures. Preferences were shown for cross-cultural training delivered by migrant coaches and with a football-specific focus. This is the first study to explore the perceptions of football coaches about cross-cultural awareness and training needs and provides insights to providers of coach education.

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

COBRA Master Class: Providing deep-sea expedition leadership training to accelerate early career advancement

Leading deep-sea research expeditions requires a breadth of training and experience, and the opportunities for Early Career Researchers (ECRs) to obtain focused mentorship on expedition leadership are scarce. To address the need for leadership training in deep-sea expeditionary science, the Crustal Ocean Biosphere Research Accelerator (COBRA) launched a 14-week virtual Master Class with both synchronous and asynchronous components to empower students with the skills and tools to successfully design, propose, and execute deep-sea oceanographic field research. The Master Class offered customized and distributed training approaches and created an open-access syllabus with resources, including reading material, lectures, and on-line resources freely-available on the Master Class website (cobra.pubpub.org). All students were Early Career Researchers (ECRs, defined here as advanced graduate students, postdoctoral scientists, early career faculty, or individuals with substantial industry, government, or NGO experience) and designated throughout as COBRA Fellows. Fellows engaged in topics related to choosing the appropriate deep-sea research asset for their Capstone “dream cruise” project, learning about funding sources and how to tailor proposals to meet those source requirements, and working through an essential checklist of pre-expedition planning and operations. The Master Class covered leading an expedition at sea, at-sea operations, and ship-board etiquette, and the strengths and challenges of telepresence. It also included post-expedition training on data management strategies and report preparation and outputs. Throughout the Master Class, Fellows also discussed education and outreach, international ocean law and policy, and the importance and challenges of team science. Fellows further learned about how to develop concepts respectfully with regard to geographic and cultural considerations of their intended study sites. An assessment of initial outcomes from the first iteration of the COBRA Master Class reinforces the need for such training and shows great promise with one-quarter of the Fellows having submitted a research proposal to national funding agencies within six months of the end of the class. As deep-sea research continues to accelerate in scope and speed, providing equitable access to expedition training is a top priority to enable the next generation of deep-sea science leadership.

Evolutionary Neural Networks for Option Pricing: Multi-Assets Option and Exotic Option

This paper presents a novel framework based on the evolutionary neural network to solve the generalized Black-Scholes equation arising in the financial market efficiently and accurately. We first employ evolutionary neural networks to parameterize the Partial Differential Equations (PDEs) involved in option pricing. This approach allows us to simplify the Black-Scholes PDEs and convert them into the corresponding Ordinary Differential Equations (ODEs). Thus we can use standard ODE solvers such as Euler’s method to solve the simplified ODE problem. The proposed framework is flexible and can handle various boundary conditions and terminal conditions, allowing customization based on specific market requirements and scenarios. Moreover, our method offers a reliable and deterministic solution methodology for the pricing framework, as it does not rely on stochastic training. Unlike other approaches that incorporate stochastic elements in their training process, our method eliminates the need for such training and provides consistent results. This deterministic nature enhances the reliability and stability of our approach, making it well-suited for real-world applica- tions in option pricing and financial markets. The experiments on multiple settings are carried out to illustrate the applicability and accuracy of the proposed framework.

El Trastorno del Espectro Autista y los Sistemas Aumentativos y Alternativos de Comunicación

One of the most affected areas in Autism Spectrum Disorder (ASD) is the area of communication and language. Studies by Echeguia (2016), Fortea et al. (2015) and Naranjo, et al. (2018), among others, highlight the importance of using Augmentative and Alternative Communication Systems (AACS). The purpose of this study is to find out how these systems favour the development of communication and language, what aspects are most affected in these areas in children with ASD, what is needed and how the ADCS are applied, and which are the most widely used. In order to carry out the research, a qualitative methodology study was carried out with seven participants working in different autism associations and early intervention centres of the Autonomous Community of Andalusia, specialists with more than five years of experience, who, through an online questionnaire of open questions, offered their different answers. After the comparative analysis of the results, it was concluded that the participating professionals have received training on some SAAC and consider the need for such training to be relevant.

СУЧАСНІ СТАНДАРТИ ТА ШЛЯХИ ЇХ РЕАЛІЗАЦІЇ В ПІДГОТОВЦІ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the essence of modern standards in the process of future training of preschool education specialists, their principles and main tasks in the process of implementation, with the aim of reviewing the importance of training pedagogical personnel for this system from the point of view of the latest requirements of society. Attention is focused on the organization of the educational process in the preschool education institution taking into account the following approaches: activity, integrative, interactive and competence approaches to the training of future educators of preschool children. The relevance of educational and professional training in higher educational institutions is determined, which involves the formation of the future teacher as a person who is characterized by humanity, spirituality, creativity, who possesses the professional knowledge, abilities and skills necessary for work in a preschool institution. The content of university training must meet the following requirements: the priority of national and universal spiritual values; organic connection of special courses with national culture, history, traditions of the Ukrainian people; formation of students' needs and abilities for cognition; the formation of criterial foundations of a scientific outlook, which ensures the priority of man and his values; the scientific and secular nature of social and humanitarian disciplines, the independence of their teaching from political parties, public and religious organizations; democratization of the system of teaching disciplines, students' freedom of choice of forms of classes and educational courses; continuous system of higher pedagogical education: pre-university, university, post-university. The need for such training of the future specialist of the preschool education institution is substantiated, which requires him to develop a number of competencies that are necessary precisely in this difficult time for everyone and are caused by crisis situations and corresponding actions in wartime conditions. Key words: standard, preschool education, teacher training.

University Training of STEM-IT Professionals to Innovation Activity in 3D-Teams

The paper focuses on the training professionals in the field of natural sciences, engineering and technology, mathematics and IT with different levels of education and qualifications (bachelor, master, doctor) for joint innovation activity in interdisciplinary 3D teams. The paper substantiates the need for such training, which stems from digitalization and introduction of Industry 4.0 tools, as well as the desire to overcome the technological backlog of the country. Based on the analysis of the best world practices of innovation activity, the paper proposes to coordinate programs for training of STEM-IT professionals for effective collaboration in 3D-teams by planning the competencies of graduates, taking into account the priorities of scientists, engineers, technologists, mathematicians and IT specialists when working with the division of labor in a team at various stages of creating science-intensive innovative products, systems, processes, and services. The purpose of the research is to develop recommendations for program coordination.

Training Faculty for Better Online Teaching – Need & Issues

Abstract: Online teaching and learning is a necessity rather than a choice in all forms of education today. Faculty are one of the important element in this online teaching / learning process. There are several issues pertaining to faculty and one important issue is the training of the faculty and their orientation towards online teaching. There are several platforms, services and MOOCs available, which provide training to faculty regarding different aspects related to teaching better online. This paper explores the need for training the faculty to do better online teaching. The author has conducted a 4-hour short course on “online learning – theory and practice” for 23 faculty in his institution. Feedback collected from the faculty through a questionnaire survey support the need for such training by emphasizing the need to understand both theoretical and practical aspects, but expect freedom in selection of the platform to be used, consider student satisfaction and delivery as more important, support online assessment and consider regular student feedback important for online teaching. The findings of this study have some implications for development and implementation of training and support programs to help faculty to teach online. Keywords: online teaching, pandemic, faculty training, feedback

156 A QIP on Improving Approach Towards Suspected Cauda Equina Syndrome Referrals

Abstract Aim To improve the assessment, documentation, and management of suspected Cauda Equina Syndrome (?CES) referrals by supporting and educating new doctors joining T&O Method A survey was done to assess the level of training received by Junior Doctors in Assessment, Documentation, and Management of a ?CES Referral. A need for such training was established from the Survey Report. Teaching was organized and an Infographic poster was published to aid new doctors in safe assessment, documentation, and management of? CES cases. A post Survey was done to assess the impact. Results There was a significant need for teaching and training regarding the approach towards dealing with a suspected Cauda Equina Syndrome patient. The teaching was very well received. 90% of the participants believed that the QIP and the infographic poster were useful in training, will be a helpful guide for new doctors in assessment, documentation, and management of suspected Cauda Equina Syndrome patients, and will lead to improvement in patient care and documentation. Conclusions Suspected Cauda Equina Syndrome bears a huge significance in Emergency Care and Trauma and Orthopaedics. Mismanagement of such a case and unnecessary delays can have a drastic impact on a patient’s life and as such can also lead to significant medico-legal implications from the managing team. Teaching and training regarding approach towards a suspected Cauda Equina Syndrome can lead to significant improvement in the competence and confidence of the Junior Doctors and New Trainees and thus lead to better patient care, better documentation standards, and potentially prevent unnecessary delays.

Disaster Preparedness Training Needs of Healthcare Workers at the US Department of Veterans Affairs.

Training healthcare workers in disaster preparedness has been shown to increase their willingness and ability to report to work during disasters. Little is known, however, about the relation between sociodemographic, household, and workforce characteristics and the desire for such training. Accordingly, this study aimed to assess healthcare workers' desire for additional workforce preparedness training, and the determinants that influence the need for such training, for three types of disasters (natural, pandemic, manmade). The US Department of Veterans Affairs (VA) Preparedness Survey was a random, anonymous, Web-based questionnaire fielded nationwide (October-December 2018). Multivariate, logistic regression analyses were conducted. In total, 4026 VA employees, clinical and nonclinical, responded. A total of 61% of respondents wanted additional training for natural, 63% for pandemic, and 68% for manmade disasters. VA supervisors (natural: odds ratio [OR] 1.28, pandemic: OR 1.33, manmade: OR 1.25, P < 0.05) and clinicians (natural: OR 1.24, pandemic: OR 1.24, manmade: OR 1.24, P < 0.05) were more likely to report the need for additional training. Those who reported that they understood their role in disaster response were less likely to report the need for training (natural: OR 0.25, pandemic: OR 0.27, manmade: OR 0.28, P < 0.001), whereas those who perceived their role to be important during response (natural: OR 2.20, pandemic: OR 2.78, manmade: OR 3.13, P < 0.001), and those who reported not being prepared at home for major disasters (natural: OR 1.85, pandemic: OR 1.92, manmade: OR 1.94, P < 0.001), were more likely to indicate a need for training. Identifying which factors encourage participation in disaster preparedness training can help hospitals and other healthcare providers create targeted training and educational materials to better prepare all hospital staff for future disasters.

Exploring students\u2019 perceived need and preferences for achievement emotion competence training

Given the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.

An observational study to assess health care workers tobacco cessation practises, views, resources, constraints, and education, as well as their perceived need for such training

Aim: To assess the health care workers practice perspectives barriers and need for the training related to tobacco cessation. Methods: A cross-sectional descriptive study was conducted among all the health care workers of Birsa Munda Tribal University, Renton Village, Rajpipala, Gujarat, India, from May 2018 to April 2019. A pre-tested, pre-structured self-administered questionnaire was delivered in person to all health care workers. The study included all health care workers that had contact with smokers, as well as patients who were interviewed to assess their smoking status, willingness to quit, and counselling by health care workers using a pre-structured oral questionnaire. Results: Almost 86 percent of health care workers stated they inquire about patients' smoking habits, but just 50 percent claimed they assess their patients' readiness to quit smoking. 32 percent assisted patients in quitting smoking, and 28 percent scheduled follow-up appointments. All agreed that it is their responsibility to assist, inspire, discuss, communicate with, refer, and monitor patients who smoke in order for them to quit smoking. Conclusions: The majority of health care workers thought that they play a critical role in cigarette cessation efforts. The study revealed a need for smoke cessation recommendations to be followed and reinforced.

Postgraduate Education of Neurological Nurses — Preliminary Reports

Introduction. Postgraduate education for nurses is an integral part of professional development. Currently, in accordance with the legislation in force in Poland, a neurological nurse may improve their profession as part of self-education or as part of organized forms and types of postgraduate education by undergoing various specialized training, acquiring professional skills in the narrower fields of nursing or providing specific health services.Aim. The aim of the research was to analyse the postgraduate education of neurological nurses.Material and Methods. The research was conducted on a group of 128 nurses employed in 9 neurological centres in the Kuyavian-Pomeranian Voivodeship (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Postgraduate education was assessed by means of a diagnostic survey using a questionnaire survey technique.Results. It was shown that there are statistically significant differences between the age, experience and education of the respondents and the preferred form of education (p &lt; 0.05) and awarding educational points for training (p &lt; 0.05). It was also found that age and seniority in the neurology department differentiated the form of financing training (p &lt; 0.05). Additionally, seniority is a factor that significantly differentiates the thematic specificity of the training (p &lt; 0.05).Conclusions. The most popular form of postgraduate education is specialization and a specialist course. An important form of training is also participation in a conference/symposium. The vast majority of respondents stated that their trainings are financed by their own/private funds. It was found that the respondents lacked knowledge about training specific to neurological nurses, with the simultaneous need for such training. Among the difficulties/problems related to professional development, the most frequently indicated were the lack of time for training and difficulties with its financing. Almost half of the respondents expect to receive education/credit points for education. (JNNN 2020;9(2):71–75)

Trauma Education and Stigma Reduction in Global Settings: An Evaluation of the Impact of a One-Day Trauma Psychoeducation Workshop with Community Stakeholders in the Caribbean Nation of Saint Lucia.

The independent island nation of Saint Lucia and surrounding Caribbean countries have fairly well-documented high reported rates of trauma, but limited training infrastructure for trauma-related mental health support and treatment services. This study addresses this disparity between high trauma exposure and sparse trauma-related resources by studying how a one-day training workshop impacted self-rated knowledge about trauma and stigma towards trauma survivors. The training was provided by a licensed clinical psychologist in partnership with a local women’s rights group. Participants (n = 41) included school counselors, nurses, psychiatric providers, health educators, and advocates on the island. Participants completed pre- and post-workshop measures examining the variables of interest. The one-day workshop provided training on trauma types, post-trauma reactions, options for treatment, and hands-on training for trauma crisis-management and short-term interventions. Following the workshop, participants reported increased knowledge of trauma, more accurate perceptions of its prevalence, better understanding of evidence-based treatments, and lower trauma survivor-related stigma. This is the first trauma-focused workshop tested in St. Lucia, where the need for such training is considerable given few treatment options for trauma survivors in this area. Work is underway to provide more expansive services for trauma across the Caribbean region, given these preliminary promising findings.

Left-Handedness Among Orthopaedic Surgeons and Trainees.

Background:The impact of left-handedness on orthopaedic surgeons and trainees has not been well described. We investigated the prevalence and perceived impact of left-handedness among orthopaedic surgeons and trainees.Methods:We distributed a survey regarding handedness to active members of the American Orthopaedic Association and the Council of Orthopaedic Residency Directors affiliates, including department chairs, program directors, and residency and fellowship program coordinators. Program coordinators were asked to distribute the survey to their current residents and fellows.Results:Of 510 survey respondents, 78 (15%) were identified as left hand dominant (LHD). Regarding scalpel/cautery use, 64% of LHD respondents reported using their left hand primarily and 10% reported using their right hand primarily; 26% of LHD respondents described themselves as ambidextrous in scalpel/cautery use, compared with 4.7% of right hand dominant (RHD) respondents (p < 0.001). Regarding suturing, 53% of LHD respondents reported using their left hand primarily and 38% reported using their right hand primarily; 9.0% of LHD respondents described themselves as ambidextrous when suturing, compared with 1.9% of RHD respondents (p = 0.012). Only 5.1% of LHD respondents reported having received laterality-specific psychomotor training, whereas 17% perceived a need for such training during residency; RHD respondents reported similar rates. Ambidexterity in scalpel/cautery use or suturing among LHD respondents was not associated with the perception that their left-handedness was advantageous. LHD attending surgeons were more likely than LHD trainees to perceive their handedness as advantageous (p = 0.007).Conclusions:Fifteen percent of orthopaedic surgeons and trainees who responded to our survey were LHD. LHD respondents reported significantly higher rates of ambidexterity in both scalpel/cautery use and suturing compared with RHD respondents. Ambidexterity was not associated with a self-perception that left-handedness was advantageous. LHD-attending surgeons were significantly more likely than LHD residents/fellows to perceive their left-handedness as advantageous. There may be benefits to pairing LHD residents with LHD faculty surgeons early in their training to provide mentorship and insight regarding performing surgical procedures left handed.Level of Evidence:Level IV.

The Development of an Online Standalone Cognitive Hazard Training for Laparoscopic Cholecystectomy: A Feasibility Study

In the UK, surgical training is under pressure due to reductions in training time and training opportunities, which pose patient safety risks. Cognitive, nontechnical, training has been suggested as a possible solution inspired by the identified benefits in aviation industry. A recent review article highlighted the need for such training despite its high cost and the need for expert trainers. This study aimed to design and test the feasibility of an online standalone module to address the current gap in cognitive surgical training. An online standalone, Cognitive Hazard Training module for laparoscopic cholecystectomy was created. It combined multiple choice questions, extended matching items, and single-line free text questions. It contained relevant sketch images and real life hazards video clips, highlighting potential mistakes to enhance: Safety knowledge, reduce bias, and improve self-limitation awareness. Two experts were invited to validate the prototype before testing its feasibility in one English Deanery training environment. In total 93 candidates signed up to review the training. However only 47 (50%) later participated and 33 completed the Module. Those included 3 juniors, 20 higher trainees, and 10 consultants. Candidates' answers were quantitatively analysed. Qualitative feedback was also collected from 27 candidates, via semi-structured interviews. The overall feedback from the feasibility study was positive. Results supported this online resource value in enhancing knowledge and awareness. Interview data also suggested the module's potential to change trainees' practice by being more cautious and adhering to the safety steps of dissection. This new training module overcomes some of the previously reported problems in surgical cognitive training. It is a stand-alone online resource with low running cost and does not require expert trainers. The feasibility study supported the aim to enhance hazard awareness and create an attitude shift towards adherence to safety steps during the procedure.

Ethics in educational technology research: Informing participants on data sharing risks

AbstractParticipants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished—limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self‐determination.

3519 Community Engagement And Health Disparities In Clinical And Translational Research Course: A Joint Academic Institution Approach

OBJECTIVES/SPECIFIC AIMS: Current translational research moves beyond bench to bedside and includes translating scientific evidence to clinical practice and into the community settings (T1-T5). This progression is dynamic, involving patient-physician, community, and academic organizational structures and translational strategies. However, basic and clinician scientists are often unprepared and/or ill equipped to successfully conduct community-engaged research which may aid in more efficient translation of their research findings. The recognized need for such training was the impetus for our course which was originally designed and implemented through the innovative and sustainable joint academic-community partnerships of Morehouse School of Medicine and Emory University with the support of Georgia Institute of Technology. Since that time the course has evolved with the recently added partner, University of Georgia. METHODS/STUDY POPULATION: Initially developed and implemented in 2008, the course continues through the Georgia Clinical and Translational Science Alliance, Community Engagement and Research Program (GaCTSA/CERP), a Clinical Translational Science Award (CTSA) (UL1TR002378). The course is an introduction to community-engaged research concepts/methods. This includes behavioral science; community engagement principles; clinical translational research partnerships; and strategies in planning, implementing, evaluating, and disseminating community-engaged research to address health disparities. The course is open to the four GaCTSA academic institutions’ faculty, MD, PhD, MS in Clinical Research, and the Graduate Certificate in Translational Science students. RESULTS/ANTICIPATED RESULTS: Students received scholarly and hands-on training in community engaged research through faculty- and community member-led didactic lectures/interactions, team science activities, and a final assignment involving work with a community-based organization. From 2008-2017 over 230 students have matriculated through this course and many are now involved in community-engaged translational research. Most students in the class were MD/PhD students (33%), however 21% were junior faculty, attending physicians (21%), or fellows/residents/ postdocs (15%). Evaluations over the years indicate that most students were unware of Community-Based Participatory or community-engagement strategies for conducting translational research. DISCUSSION/SIGNIFICANCE OF IMPACT: Effective application of community-engaged translational research requires essential skills training to facilitate the translational research paradigm. Translational researchers, at any stage, will benefit from understanding the entire translational research process and the importance of quickly bringing research advances to patients and the community.

Training as an Intervention to Decrease Medical Record Abstraction Errors Multicenter Studies.

Studies often rely on medical record abstraction as a major source of data. However, data quality from medical record abstraction has long been questioned. Electronic Health Records (EHRs) potentially add variability to the abstraction process due to the complexity of navigating and locating study data within these systems. We report training for and initial quality assessment of medical record abstraction for a clinical study conducted by the IDeA States Pediatric Clinical Trials Network (ISPCTN) and the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Neonatal Research Network (NRN) using medical record abstraction as the primary data source. As part of overall quality assurance, study-specific training for medical record abstractors was developed and deployed during study start-up. The training consisted of a didactic session with an example case abstraction and an independent abstraction of two standardized cases. Sixty-nine site abstractors from thirty sites were trained. The training was designed to achieve an error rate for each abstractor of no greater than 4.93% with a mean of 2.53%, at study initiation. Twenty-three percent of the trainees exceeded the acceptance limit on one or both of the training test cases, supporting the need for such training. We describe lessons learned in the design and operationalization of the study-specific, medical record abstraction training program.

International Nursing: Needs Assessment for Training in Disaster Preparedness for Hospital Nurses: A Modified Delphi Study.

Despite high awareness of the need, opportunities for nurses to gain disaster experience or training are limited. In Korea, most disaster training is done in an undergraduate curriculum where there is very limited practice, and the educational topics are mostly focused on the field aspect of disaster events. The purpose of this study was to determine the need for such training for hospital nurses and to determine appropriate and relevant components of the training contents. A qualitative survey approach using the modified Delphi method was used to collect and analyze the data. The surveys were conducted in 3 rounds. After the results were analyzed from the third-round survey, the authors finalized the contents for a training program to prepare nurses for their roles during disasters. Through a structured needs analysis using a modified Delphi survey, the framework for the content development of disaster training curriculum for hospital nurses was developed.