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Related Concept Videos

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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
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...
Assessment of apical radial pulse01:25

Assessment of apical radial pulse

Apical-Radial (A-R) Pulse Assessment
The A-R pulse assessment involves simultaneous evaluation of the apical and radial pulses. When the apical and radial pulse rates vary, this assessment helps identify a pulse deficit.
Pre-Procedural Preparation
Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Feedback Loops01:01

Feedback Loops

In most cases, excessive hormone production is prevented by negative feedback—a loop that starts with a stimulus inducing the release of a particular substance, like a hormone, to maintain a certain level before triggering a signal that results in a decrease in further release of the hormone.

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Related Experiment Video

Updated: Jul 3, 2026

Movement Retraining using Real-time Feedback of Performance
08:16

Movement Retraining using Real-time Feedback of Performance

Published on: January 17, 2013

Learner-centred feedback using remote assessment of clinical procedures.

Roger Kneebone1, Fernando Bello, Debra Nestel

  • 1Imperial College, London, UK.

Medical Teacher
|July 9, 2008
PubMed
Summary

The Imperial College Feedback and Assessment System (ICFAS) uses technology to help students learn clinical procedures. This system records simulated patient encounters to provide valuable educational feedback.

Related Experiment Videos

Last Updated: Jul 3, 2026

Movement Retraining using Real-time Feedback of Performance
08:16

Movement Retraining using Real-time Feedback of Performance

Published on: January 17, 2013

Area of Science:

  • Medical Education Technology
  • Clinical Skills Assessment
  • Simulation-Based Learning

Background:

  • Traditional methods for teaching practical clinical procedures face challenges in providing objective and timely feedback.
  • There is a need for innovative technological solutions to enhance the learning experience and skill acquisition in healthcare education.
  • The Integrated Procedural Performance Instrument (IPPI) framework provides a foundation for developing advanced assessment tools.

Purpose of the Study:

  • To describe the Imperial College Feedback and Assessment System (ICFAS).
  • To explore the feasibility of ICFAS in supporting the learning of practical clinical procedures.
  • To leverage technology for improved observation, recording, assessment, and feedback on simulated clinical encounters.

Main Methods:

  • Development of ICFAS, integrating video recording, networked mobile computers (laptops and handhelds), and content management software.
  • Utilizing ICFAS within the Integrated Procedural Performance Instrument (IPPI) framework.
  • Application of ICFAS to multiple simulated clinical encounters for assessment and feedback.

Main Results:

  • ICFAS demonstrates feasibility as a tool for learning practical clinical procedures.
  • The system effectively combines existing technologies to create a comprehensive feedback environment.
  • ICFAS facilitates the observation, recording, assessment, and feedback process for simulated encounters.

Conclusions:

  • ICFAS offers a viable technology-based solution for enhancing clinical skills education.
  • The system provides a dedicated 'feedback space' to maximize the educational value of simulated procedural learning.
  • Further exploration of ICFAS can optimize its role in medical training and assessment.