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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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Preclinical development consists of a series of tests that ensure the safety and efficacy of a new therapeutic compound before it is tested in humans. There are four main phases to this process. First, safety pharmacology tests are conducted to ensure the drug does not produce any acutely harmful effects. These tests examine parameters such as bronchoconstriction, cardiac dysrhythmias, blood pressure changes, and ataxia. Next, preliminary toxicological testing is performed to determine the...
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...

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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Published on: January 15, 2017

Developing future faculty: a program targeting internal medicine fellows' teaching skills.

Marcy E Rosenbaum, Jane A Rowat, Kristi J Ferguson

    Journal of Graduate Medical Education
    |September 4, 2012
    PubMed
    Summary
    This summary is machine-generated.

    The Fellows as Clinician-Educators (FACE) program improved teaching skills for medical fellows. Objective assessments showed significant gains in key areas, demonstrating the program's effectiveness.

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    Area of Science:

    • Medical Education
    • Academic Medicine
    • Faculty Development

    Background:

    • Increasing demand for clinician-educators in academic medicine.
    • Need for enhanced educational skills training for fellows.
    • Limited evaluation of teaching skills programs during fellowship training.

    Purpose of the Study:

    • Implement and evaluate a novel program for subspecialty medicine fellows and chief residents.
    • Enhance educational knowledge and teaching skills.
    • Provide a model for effective clinician-educator training.

    Main Methods:

    • The 1-year Fellows as Clinician-Educators (FACE) program.
    • Interactive monthly meetings for fellows and chief residents.
    • Objective Structured Teaching Examination (3 stations) for skill assessment.

    Main Results:

    • Significant improvement in teaching skills for 2 of 3 assessed areas (feedback, precepting, mini-lecture).
    • Participants reported enhanced competence and self-assessed teaching skills.
    • The program trained 48 participants across 11 subspecialties (2004-2009).

    Conclusions:

    • The FACE program effectively improves medical fellows' teaching skills.
    • Demonstrates objective skill enhancement and positive participant feedback.
    • Offers a resource-effective model for fellowship training needs.