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Patient-centered Care

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 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 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...

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

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...

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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...

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

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...

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Related Experiment Video

Updated: May 27, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Teaching patient-centered care during the Silver Hour.

Marilyn Smith-Stoner¹

¹California State University-San Bernardino, CA, USA. mstoner@csusb.edu

Online Journal of Issues in Nursing

|November 18, 2011

Summary

The Silver Hour framework enhances education on end-of-life care, emphasizing patient and family needs during the dying process. This approach improves multidimensional, patient-centered care for students and clinicians.

Area of Science:

Medical Education
Palliative Care
Nursing Education

Background:

End-of-life care education is crucial for healthcare professionals.
Patient- and family-centered care is paramount during the imminent dying process.
Existing educational frameworks may not fully address the unique needs during the final moments of life.

Purpose of the Study:

To introduce and explain the Silver Hour framework as an educational tool for end-of-life care.
To highlight the importance of patient- and family-centered care during the imminent dying process.
To explore the integration of the Silver Hour concept into nursing education.

Main Methods:

Conceptual description of patient-centered care.
Explanation of the Silver Hour framework and its relevance to nursing education.

Related Experiment Videos

Last Updated: May 27, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Discussion of instructional methods, including role modeling and the five ways of knowing.

Main Results:

The Silver Hour framework effectively illustrates the urgent comfort needs of dying patients and their families.
Integrating the Silver Hour into nursing education can strengthen the teaching of multidimensional, patient-centered end-of-life care.
Role modeling and incorporating the five ways of knowing enhance the educational impact.

Conclusions:

The Silver Hour provides a valuable conceptual model for teaching end-of-life care.
Effective teaching strategies are essential for preparing clinicians to provide compassionate, patient-centered care at the end of life.
Further integration of the Silver Hour framework into healthcare curricula is recommended.