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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...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...

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Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
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Promoting learning transfer in post registration education: a collaborative approach.

Frances L Finn1, Sue A Fensom, Patricia Chesser-Smyth

  • 1Waterford Institute of Technology, Cork Road, Waterford, Ireland. ffinn@wit.ie

Nurse Education in Practice
|April 28, 2009
PubMed
Summary
This summary is machine-generated.

A new nursing degree in Ireland bridges the theory-practice gap by focusing on enquiry-based learning. This approach enhances learning transfer, positively impacting nursing practice and professional development.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Published on: September 27, 2020

Area of Science:

  • Nursing Education
  • Adult Learning Theory
  • Healthcare Practice Development

Background:

  • Irish nursing education transitioned to a four-year undergraduate degree in 2002.
  • Significant investment aimed to upgrade qualifications of diploma and certificate-trained nurses.
  • Concerns existed regarding the limited impact of these initiatives on clinical practice.

Purpose of the Study:

  • To address the theory-practice gap in post-registration nursing education.
  • To develop and implement a part-time degree program using an enquiry and practice-based learning philosophy.
  • To evaluate the impact of learning transfer on practice development.

Main Methods:

  • Curriculum development followed four stages: exploration, design, implementation, and evaluation.
  • The curriculum integrated principles of learning transfer to enhance knowledge application.
  • Mixed methods (quantitative and qualitative) were used for evaluation.

Main Results:

  • The practice-based enquiry curriculum successfully promoted the transfer of learning.
  • Positive impacts were observed in the application of knowledge to nursing practice.
  • Both student learning and healthcare service development were positively affected.

Conclusions:

  • A practice-based, enquiry-driven curriculum effectively enhances learning transfer in nursing.
  • This educational model can bridge the gap between theoretical knowledge and clinical application.
  • The initiative demonstrated a positive impact on both individual practitioners and healthcare services.