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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 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...
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
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...
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...

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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
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Published on: August 9, 2024

Using learning outcomes to inform teaching practices in human patient simulation.

Victoria L Elfrink1, Bonnie Kirkpatrick, Jami Nininger

  • 1Ohio State University College of Nursing, Columbus, USA. elfrink.7@osu.edu

Nursing Education Perspectives
|May 12, 2010
PubMed
Summary
This summary is machine-generated.

This study evaluated nursing simulation instruction effectiveness using pretests and posttests. Findings show improved knowledge retention, guiding future simulation teaching strategies for better student learning outcomes.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

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Published on: June 21, 2010

Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Educational Research

Background:

  • Simulation is a key tool in nursing education.
  • Evaluating the effectiveness of simulation instruction is crucial for curriculum development.
  • Student knowledge retention following simulation experiences requires systematic assessment.

Purpose of the Study:

  • To evaluate the effectiveness of simulation instruction in nursing education.
  • To determine if student knowledge of simulation subject matter improves and is retained.
  • To provide a systematic approach for evaluating simulation teaching.

Main Methods:

  • A pretest/posttest research design was employed.
  • NCLEX-style questions were administered to assess knowledge.
  • Data were collected immediately before, immediately after, and at final examinations.

Main Results:

  • Student knowledge regarding simulation subject matter showed improvement.
  • Evidence of knowledge retention was observed over time.
  • The pretest/posttest method provided insights into learning outcomes.

Conclusions:

  • Simulation instruction can be effectively evaluated using a pretest/posttest approach.
  • Findings guide faculty in refining simulation teaching methods.
  • This systematic evaluation enhances the understanding of simulation's impact on nursing students.