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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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 III: Evaluation and Documentation

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...

Drug Dosing: Geriatric Patients

Drug Dosing: Geriatric Patients

Elderly individuals encompass a diverse population with varying degrees of age-related physiological changes. Defining the elderly presents challenges, as the geriatric population is often arbitrarily categorized as individuals older than 65. However, many individuals in this group lead active and healthy lives, with an increasing number surpassing 85 years and falling into the older elderly category. Physiological changes associated with aging impact performance capacity and homeostatic...

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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 Implementation

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.

Restorative Care

Restorative Care

Restorative care is provided once a patient has been discharged from a healthcare facility and requires additional services. The additional services include home care, rehabilitation programs, and extended care. Restorative care centers help the patient regain their previous level of functioning or acquire a new level of functioning due to the incapacitating effects of a disease or a disability. It aims to assist patients in enhancing their quality of life by encouraging independence,...

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Teaching the teacher: the Faculty Learning About Geriatrics (FLAG) program.

Kathleen Krichbaum¹, Merrie Kaas, Christine A Mueller

¹School of Nursing, University of Minnesota, Minneapolis, Minnesota 55455, USA.

Journal of Continuing Education in Nursing

|May 21, 2010

Summary

This summary is machine-generated.

The growing elderly population requires more geriatric nurses. A new program, Faculty Learning About Geriatrics (FLAG), trains nurse faculty to address this need and improve geriatric care education.

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Area of Science:

Geriatric Nursing
Nursing Education
Academic Leadership

Background:

Increasing population of older adults necessitates specialized geriatric nursing care.
A significant nursing shortage challenges educational institutions in preparing sufficient geriatric specialists.
The John A. Hartford Foundation Center of Geriatric Nursing Excellence developed a program to address this gap.

Purpose of the Study:

To describe the design, implementation, and evaluation of the Faculty Learning About Geriatrics (FLAG) program.
To prepare nurse faculty with expertise in geriatric nursing, teaching, and academic leadership.
To address the educational needs of faculty from academic settings in the upper Midwest and tribal colleges.

Main Methods:

The FLAG program was developed by the John A. Hartford Foundation Center of Geriatric Nursing Excellence.
The program targeted faculty from academic settings in the upper Midwest and tribal colleges.
The first year of the FLAG program was documented, including its design, implementation, and evaluation.

Main Results:

The FLAG program was successfully designed and implemented.
Faculty participants gained expertise in geriatric nursing, teaching, and academic leadership.
The program provided a framework for evaluating faculty development in geriatrics.

Conclusions:

The FLAG program effectively prepares nurse faculty to meet the growing demand for geriatric nursing care.
Investing in faculty development is crucial for strengthening geriatric nursing education.
The program serves as a model for other institutions seeking to enhance geriatric nursing expertise.