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Documentation in Long-Term and Home Healthcare Setting

Documentation in Long-Term and Home Healthcare Setting

Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
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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.
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Continuing Care

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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 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...

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Community-based Adapted Tango Dancing for Individuals with Parkinson's Disease and Older Adults

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Published on: December 9, 2014

Update on teaching in the long-term care setting.

Gwendolen T Buhr¹, Miguel A Paniagua

¹Division of Geriatrics, Department of Medicine, Duke University Medical Center, Durham, NC 27710, USA. buhr0001@mc.duke.edu

Clinics in Geriatric Medicine

|June 7, 2011

Summary

Long-term care facilities offer valuable training for geriatric medicine residents. Enhancing residency programs in these settings improves care for frail patients and develops core competencies.

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Area of Science:

Geriatric Medicine
Medical Education
Long-Term Care

Background:

The teaching nursing home model has been used since the 1980s for geriatric medicine training.
National surveys reveal a need for improved residency training for frail long-term care patients.

Purpose of the Study:

To highlight the importance of long-term care settings for comprehensive geriatric medicine education.
To emphasize the role of these sites in developing key physician competencies.

Main Methods:

Review of existing literature and national survey data on geriatric medicine residency training.
Analysis of the suitability of long-term care settings for teaching core competencies.

Main Results:

Long-term care environments are well-suited for teaching medical knowledge and Accreditation Council for Graduate Medical Education (ACGME) core competencies.
Specific competencies that can be effectively taught include practice-based learning and improvement, interpersonal and communication skills, and systems-based practice.

Conclusions:

Residency program planners should prioritize long-term care training opportunities.
Curricula should focus on enabling trainees to demonstrate proficiency in core competencies within the long-term care setting.