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Related Concept Videos

Continuing Care01:25

Continuing Care

Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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...
Ethical Issues01:27

Ethical Issues

Nurses are essential in patient care, upholding the ethical principles of their profession and effectively navigating ethical dilemmas. Neglecting ethical issues can lead to inadequate patient care, compromised therapeutic relationships, and moral distress among healthcare workers.
Ethical Concerns in Healthcare:
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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...
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...

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Related Experiment Videos

Understanding the optimal learning environment in palliative care.

Shirley E Connell1, Patsy Yates, Linda Barrett

  • 1School of Nursing and Midwifery, Queensland University of Technology (QUT), Institute of Health and Biomedical Innovation (IHBI), Musk Avenue, Kelvin Grove, Brisbane, Queensland, 4059, Australia. se.connell@qut.edu.au

Nurse Education Today
|September 21, 2010
PubMed
Summary

Health professionals undertaking continuing professional development (CPD) in palliative care clinical settings learn best through active engagement, acceptance, and positive interactions with staff and patients. Self-directed learning and team inclusion enhance these valuable clinical learning experiences.

Related Experiment Videos

Area of Science:

  • Medical Education
  • Palliative Care
  • Adult Learning Theory

Background:

  • Limited research exists on health professionals' clinical learning experiences during continuing professional development (CPD).
  • Palliative care settings present unique learning environments for CPD.
  • The Program of Experience in the Palliative Approach (PEPA) offers clinical attachments for professional development.

Purpose of the Study:

  • To explore factors influencing the learning experiences of health professionals in palliative care clinical settings.
  • To understand the temporal aspects of learning during clinical attachments.
  • To identify optimal conditions for learning in a CPD context.

Main Methods:

  • Conducted thirteen semi-structured, one-to-one telephone interviews with five participants.
  • Utilized adult, social, and psychological learning theories for analysis.
  • Analyzed data informed by relevant literature.

Main Results:

  • Interactive engagement with host staff and patients enhanced learning.
  • Validation of personal/professional experiences and knowledge reciprocation were beneficial.
  • Self-directed learning strategies and inclusion in team activities maximized learning outcomes.
  • Positive interpersonal interactions and feeling accepted/supported promoted optimal learning.

Conclusions:

  • Optimal learning in palliative care CPD is facilitated by active engagement, feeling accepted and supported, and positive interactions.
  • Self-directed learning and team integration are key components of successful clinical attachments.
  • Understanding these factors can improve CPD program design and delivery in specialized care settings.