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Related Concept Videos

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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Fundamentals of Nursing Process II01:25

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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...
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The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.

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Related Experiment Video

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Engaging undergraduate nursing students in face-to-face tutorials.

Ruth L Elder1, Peter A Lewis, Carol A Windsor

  • 1Queensland University of Technology, Australia. r.elder@qut.edu.au

Nurse Education in Practice
|March 1, 2011
PubMed
Summary

Nursing educators face challenges with larger class sizes impacting student engagement. This study reveals academics use diverse strategies to involve students, emphasizing mutual engagement for successful learning in nursing programs.

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Area of Science:

  • Nursing Education
  • Higher Education Pedagogy

Background:

  • Increasing student enrollment in nursing programs due to chronic shortages leads to larger class sizes.
  • Larger classes pose a risk of student disengagement and passivity.

Purpose of the Study:

  • To investigate strategies employed by nursing lecturers to enhance student engagement.
  • To understand how academics overcome student passivity in Bachelor of Nursing programs.

Main Methods:

  • A case study approach was utilized.
  • Non-participant observation of 20 tutorials involving five academics.
  • Individual and group interviews with academics post-observation.

Main Results:

  • Two primary themes emerged: 'getting students involved' and 'engagement as a struggle'.
  • Academics employed a variety of techniques to foster student interest and participation.
  • A desire for egalitarian relationships between academics and students was noted, with shared influence.

Conclusions:

  • Effective student engagement in nursing education requires active participation from both students and academics.
  • Strategies to overcome passivity are crucial for successful learning outcomes in nursing programs.
  • Mutual engagement is key to navigating the challenges of larger class sizes in nursing education.