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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...

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...

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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.
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Updated: May 13, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Clinical facilitator learning and development needs: exploring the why, what and how.

Christine E Andrews¹, Karen Ford

¹School of Nursing and Midwifery, Clinical School, University of Tasmania, Domain Campus, Hobart, Tasmania 7000, Australia. christine.andrews@utas.edu.au

Nurse Education in Practice

|March 8, 2013

Summary

This study gives a voice to silent clinical facilitators, exploring their experiences and needs. Enhanced professional development is crucial for supporting these nurses and improving student clinical placements.

Keywords:

Clinical facilitation Communities of practice Learning needs Mentoring Professional development

Related Experiment Videos

Last Updated: May 13, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

Nursing Education
Clinical Practice
Healthcare Professional Development

Background:

The role of clinical facilitators in nursing education is often overlooked.
Understanding their experiences is vital for improving support structures.
Nurses in this role have historically lacked a platform to share their practice experiences.

Purpose of the Study:

To explore the practice experiences of clinical facilitators in acute care settings.
To identify the motivations, challenges, and successes of clinical facilitators.
To determine strategies for enhancing the support and professional development of clinical facilitators.

Main Methods:

An interpretive and participatory study was conducted.
Seven clinical facilitators from acute care areas in Tasmania participated.
Data were gathered to understand the 'why, what, and how' of clinical facilitation.

Main Results:

Identified key aspects of clinical facilitation: motivations, positive/negative experiences.
Highlighted the need for ongoing professional development tailored to facilitators.
Gained in-depth insights into the clinical facilitator role.

Conclusions:

Clinical facilitators are essential for bridging the theory-practice gap for nursing students.
Mentorship, feedback, and communities of practice are imperative for facilitator development.
Investing in clinical facilitators ensures quality undergraduate clinical placements.