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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...
Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

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...
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...
Fundamentals of Nursing Process I01:27

Fundamentals of Nursing Process I

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.
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution itself.
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...

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Related Experiment Video

Updated: May 20, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

An innovative process for faculty development in residency training.

Aditee Pradhan Narayan1, Shari A Whicker, Kathleen A McGann

  • 1Department of Pediatrics, Duke University Medical Center, Durham, North Carolina 27710, USA. aditee.narayan@duke.edu

Teaching and Learning in Medicine
|July 11, 2012
PubMed
Summary
This summary is machine-generated.

This faculty development model trains educators to create and assess competency-based medical curricula, improving resident and faculty satisfaction. The approach helps meet Accreditation Council of Graduate Medical Education (ACGME) requirements.

Related Experiment Videos

Last Updated: May 20, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

  • Medical Education
  • Faculty Development
  • Curriculum Design

Background:

  • Accreditation Council of Graduate Medical Education (ACGME) Outcome Project requires specific faculty training.
  • Faculty need skills in delivering and assessing level-specific, competency-based, standardized, integrated, and accessible education.

Purpose of the Study:

  • Describe an innovative faculty development model.
  • Address the need for effective faculty training in medical education.

Main Methods:

  • Implemented a faculty development model focused on analyzing curricular needs.
  • Trained faculty in curriculum design, dissemination, and evaluation.
  • Utilized guided experiential learning to foster curriculum creation and faculty engagement.

Main Results:

  • Achieved high resident satisfaction and curriculum utilization.
  • Enhanced tracking of resident rotation progress.
  • Increased faculty satisfaction with their educational roles and involvement.
  • Reported perceived improvements in resident evaluations.

Conclusions:

  • The described faculty development process can be adapted by various programs.
  • This model serves as a viable strategy for meeting ACGME requirements.
  • Addresses faculty development needs effectively.