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Related Concept Videos

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 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 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...
Nursing Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:

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Related Experiment Video

Updated: May 16, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Developing and assessing initiatives designed to improve clinical teaching performance.

Sorabh Khandelwal1, Aaron W Bernard, David A Wald

  • 1Department of Emergency Medicine, The Ohio State University College of Medicine, Columbus, USA. sorabh.khandelwal@osumc.edu

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine
|December 11, 2012
PubMed
Summary

Understanding expert emergency physician teachers and faculty development is crucial. Future research should focus on behavior and results to improve medical education effectiveness.

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Area of Science:

  • Medical Education
  • Emergency Medicine
  • Faculty Development

Background:

  • Improving emergency physician teaching performance requires understanding expert attributes and optimal faculty development.
  • Current research on these topics is limited.

Purpose of the Study:

  • To review the literature on expert teacher attributes and faculty development methods in emergency medicine.
  • To summarize existing knowledge and provide recommendations for future research.

Main Methods:

  • A working group of medical educators convened as part of the 2012 Academic Emergency Medicine consensus conference.
  • Literature review and synthesis of current knowledge.

Main Results:

  • The current state of research on expert teachers and faculty development in emergency medicine is limited.
  • Further understanding necessitates research beyond basic reaction and learning levels.

Conclusions:

  • Future research should prioritize Kirkpatrick's higher levels of evaluation (behavior and results) to advance the field.
  • Enhanced research will improve the effectiveness of faculty development for emergency physicians.