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Related Concept Videos

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...
Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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.
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 Assessment01:29

Nursing Assessment

The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments and...
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...

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Related Experiment Video

Updated: Jun 10, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

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Published on: June 21, 2010

Learning formative skills of nursing practice in an accelerated program.

Susan McNiesh1, Patricia Benner, Catherine Chesla

  • 1San Jose State University, San Jose, California 95192-0057, USA. smcniesh@son.sjsu.edu

Qualitative Health Research
|July 31, 2010
PubMed
Summary

Students in accelerated nursing programs learn practice through hands-on patient care. This experience is crucial for developing nursing identity, agency, and embodied perception, transforming their clinical skills.

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Area of Science:

  • Nursing Education
  • Qualitative Research
  • Phenomenology

Background:

  • Accelerated master's degree entry programs aim to prepare nurses efficiently.
  • Understanding the experiential learning process in these programs is vital for curriculum development.

Purpose of the Study:

  • To describe the experiential learning of nursing practice among students in an accelerated master's program.
  • To identify formative experiences that shape students' clinical practice development and differentiation.

Main Methods:

  • Qualitative research employing interpretive phenomenological analysis.
  • Data collection through clinical observations and semi-structured interviews (small group and individual).

Main Results:

  • Independent patient care was identified as pivotal for student identity and agency development.
  • Experiencing responsibility and action fostered a new embodied understanding and perception of clinical situations.
  • Students reported enhanced skills and a stronger sense of agency through direct patient care experiences.

Conclusions:

  • Direct patient care is a critical component of experiential learning in accelerated nursing programs.
  • Formative experiences shape not only clinical skills but also the student's embodied perception and sense of self as a nurse.
  • Educational strategies should emphasize opportunities for independent patient care to foster holistic development.