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Related Concept Videos

Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
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...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
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...
Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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...

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

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

Published on: December 9, 2022

Evaluating students' perceptions of an interprofessional problem-based pilot learning project.

Lynda Eccott1, Alison Greig, Wendy Hall

  • 1Faculty of Pharmaceutical Sciences, and Director, Interprofessional Curriculum, College of Health Disciplines, University of British Columbia, Vancouver, BC V6T 1Z3, Canada. eccott@mail.ubc.ca

Journal of Allied Health
|December 11, 2012
PubMed
Summary
This summary is machine-generated.

Interprofessional education using problem-based learning significantly improved healthcare students' teamwork knowledge and attitudes. This collaborative approach enhanced confidence, communication, and perceptions of team efficiency.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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

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

Published on: December 9, 2022

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Teamwork Skills Development

Background:

  • Interprofessional teams are crucial for effective healthcare delivery.
  • Interprofessional education (IPE) aims to enhance students' knowledge and attitudes for teamwork.
  • Problem-based learning (PBL) offers a format for developing teamwork experience.

Purpose of the Study:

  • To design, implement, and evaluate an interprofessional problem-based learning module.
  • To assess the impact of the PBL module on students' knowledge, attitudes, and perceptions regarding interprofessional teamwork.
  • To gather student feedback on module content, process, outcomes, and practical considerations.

Main Methods:

  • A pre-post mixed-methods research design was employed.
  • A convenience sample of 24 students from medicine, pharmacy, nursing, physical therapy, and occupational therapy participated.
  • Students were divided into interprofessional teams, with pre- and post-tests administered, followed by focus group discussions.

Main Results:

  • Significant improvements were observed in students' attitudes towards interprofessional teamwork, including confidence, communication, role understanding, and team identification.
  • Paired t-tests showed significant positive changes in perceptions of team efficiency, decision-making, cooperation, and conflict management.
  • Focus groups revealed high student satisfaction, increased knowledge of professional roles, enhanced collaboration confidence, and motivation for IPE.

Conclusions:

  • The interprofessional problem-based learning module effectively enhanced students' knowledge, attitudes, and perceptions of teamwork.
  • IPE through PBL positively impacts students' confidence and readiness for collaborative healthcare practice.
  • The timing of interprofessional education within professional programs is a key factor for optimizing learning outcomes.