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Related Concept Videos

Health Literacy01:21

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative programs,...
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...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

Role of Communication in the Nursing Process III: Evaluation and Documentation

A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...

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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Performance evaluations and literacy.

Jana L Pressler1, Carole A Kenner

  • 1College of Nursing, University of Oklahoma, Oklahoma City, OK 73117, USA.

Nurse Educator
|November 11, 2009
PubMed
Summary

New nursing deans often lack preparation for leadership roles. This article offers practical survival tips for academic nursing executives, covering contracts, team building, and organizational agility.

Area of Science:

  • Nursing Leadership
  • Higher Education Administration

Background:

  • Many newly appointed nursing deans and assistant/interim deans lack adequate preparation.
  • This gap in education and experience can hinder effective leadership.
  • Transitioning into academic executive roles presents unique challenges.

Purpose of the Study:

  • To provide practical guidance and survival tips for new and aspiring nursing deans.
  • To address common challenges faced by academic nursing leadership.
  • To share insights based on the personal experiences of seasoned deans.

Main Methods:

  • Qualitative insights derived from the personal experiences of two nursing deans.
  • Discussion of common issues, challenges, and opportunities in academic executive roles.

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  • Focus on actionable strategies for leadership success.

    • Main Results:

    • Identification of key areas requiring attention for new nursing deans, including contract negotiation and faculty line acquisition.
    • Strategies for building effective work teams and managing challenging personnel.
    • Guidance on developing adaptable organizational structures to meet evolving healthcare and community demands.

    Conclusions:

    • New nursing deans can be better supported through shared practical experiences and targeted advice.
    • Proactive management of executive contracts, faculty resources, and team dynamics is crucial.
    • Developing organizational flexibility is essential for nursing deans to navigate the dynamic healthcare landscape.