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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...
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...
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...
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...
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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...

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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Peer teaching: using patient-directed information sessions as an active learning strategy.

Lee Carroll1, Shelly Pignataro, Herminia Shermont

  • 1Children's Hospital, Boston, MA, USA. lee.carroll@childrens.harvard.edu

Journal for Nurses in Staff Development : JNSD : Official Journal of the National Nursing Staff Development Organization
|July 27, 2011
PubMed
Summary
This summary is machine-generated.

Patient-directed information sessions effectively educate surgical inpatients. Training nurses as facilitators improved staff development and expanded educational opportunities across all shifts.

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Area of Science:

  • Nursing Education
  • Patient Education
  • Surgical Care

Background:

  • Patient education is crucial for inpatient surgical units.
  • Traditional education methods may not fully address individual patient needs.
  • A need exists for adaptable and accessible patient information delivery.

Purpose of the Study:

  • To implement and evaluate patient-directed information sessions on surgical units.
  • To develop a training program for nurses to facilitate these sessions.
  • To assess the impact of these sessions on patient education and staff development.

Main Methods:

  • Patient-directed information sessions were introduced on three inpatient surgical units.
  • Sessions were tailored to individual patient diagnoses, procedures, and treatments.
  • A facilitator training class was created for bedside nurses.

Main Results:

  • Over 300 sessions were conducted, engaging 2,500 participants with 200 topics.
  • An average of 8 patients attended each session.
  • Nurse facilitator training enhanced professional development and increased education offerings.

Conclusions:

  • Patient-directed information sessions are a successful model for inpatient surgical education.
  • Training bedside nurses empowers them to deliver targeted patient information.
  • This initiative improved both patient education delivery and nursing staff professional growth.