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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 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...
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.
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 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 Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Evaluating nurses' knowledge, attitude and competency after an education programme on suicide prevention.

Sally Wai-chi Chan1, Wai-tong Chien, Steve Tso

  • 1The Chinese University of Hong Kong, The Nethersole School of Nursing, Room 733, Esther Lee Building, Shatin, New Territories, Hong Kong SAR, China. sallychan@cuhk.edu.hk

Nurse Education Today
|May 12, 2009
PubMed
Summary

This study found that a suicide prevention education program significantly improved nurses' attitudes and competence. Nurses applied new knowledge in practice, despite barriers like staffing shortages.

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Area of Science:

  • Nursing Education
  • Mental Health Care
  • Public Health

Background:

  • Suicide prevention is a critical aspect of nursing care in general hospitals.
  • Nurses require specialized education to effectively manage suicide risk.
  • Existing training programs may not adequately address the complexities of suicide prevention.

Purpose of the Study:

  • To evaluate the effectiveness of an 18-hour suicide prevention education program for nurses.
  • To assess changes in nurses' attitudes, knowledge, competence, and stress related to suicide prevention.
  • To explore nurses' experiences and perceived barriers in applying suicide prevention strategies.

Main Methods:

  • A mixed-methods design incorporating a single group pretest-posttest analysis.
  • Focus group interviews were conducted with a subset of participants.
  • 54 registered nurses from medical and surgical units participated in the education program.

Main Results:

  • Statistically significant improvements were observed in nurses' attitudes and competence levels post-program.
  • Qualitative data indicated practical application of learned suicide prevention knowledge in clinical settings.
  • Nurses reported increased awareness of suicide and confidence in managing suicide risk.

Conclusions:

  • The suicide prevention education program positively impacted nurses' preparedness and confidence.
  • Barriers such as inadequate staffing and limited support hinder optimal suicide care.
  • Further ongoing education and evaluation are recommended for sustained improvement in suicide prevention.