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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The Professional Nurse01:22

The Professional Nurse

Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
Steps in the Modeling Process01:14

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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

Lessons learned from 12 years of teaching second-degree BSN students.

Jenny B Hamner1, Regina Bentley

  • 1Auburn University School of Nursing, Auburn, AL 36849, USA. hamnejb@auburn.edu

Nurse Educator
|May 15, 2007
PubMed
Summary

Accelerated Bachelor of Science in Nursing (BSN) programs offer a unique educational experience. Lessons learned focus on effectively teaching motivated students and optimizing faculty resources.

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Area of Science:

  • Nursing Education
  • Higher Education

Background:

  • Second-degree Bachelor of Science in Nursing (BSN) programs are established educational pathways.
  • Many nursing schools have offered these accelerated programs for over ten years.
  • Auburn University's program exemplifies established accelerated nursing education.

Purpose of the Study:

  • To share practical insights from implementing an established accelerated nursing program.
  • To address the specific challenges and rewards of teaching highly motivated students.
  • To provide guidance on student socialization and efficient faculty resource utilization.

Main Methods:

  • Qualitative analysis of experiences within an accelerated nursing program.
  • Description of pedagogical strategies for motivated adult learners.
  • Exploration of methods to foster peer socialization among accelerated students.

Main Results:

  • Accelerated nursing students exhibit high focus and motivation.
  • Effective teaching requires tailored strategies for this demographic.
  • Socialization and efficient faculty use are key program components.

Conclusions:

  • Established accelerated BSN programs require specific teaching approaches.
  • Promoting student socialization enhances the learning experience.
  • Efficient faculty resource management is crucial for program success.