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Related Concept Videos

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 Assessment01:29

Nursing Assessment

The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments and...
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 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...
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...
Planning Nursing Care II01:29

Planning Nursing Care II

A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...

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Related Experiment Video

Updated: May 13, 2026

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
19:15

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale

Published on: August 25, 2014

RN preceptor learning needs assessment.

Denise Foy1, Marny Carlson, Amy White

  • 1Multidisciplinary Simulation Center, Mayo Clinic, Rochester, Minnesota 55905, USA. foy.denise@mayo.edu

Journal for Nurses in Professional Development
|March 22, 2013
PubMed
Summary
This summary is machine-generated.

Registered nurse (RN) preceptor training was improved by incorporating preceptor feedback on essential knowledge, skills, and attitudes. This ensured the revised curriculum effectively met preceptor learning needs for better nurse mentorship.

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Last Updated: May 13, 2026

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19:15

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Objective Nociceptive Assessment in Ventilated ICU Patients: A Feasibility Study Using Pupillometry and the Nociceptive Flexion Reflex
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Published on: July 4, 2018

Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • Effective preceptor training is crucial for developing competent nurses.
  • Existing curricula may not adequately address the evolving learning needs of preceptors.

Purpose of the Study:

  • To identify the knowledge, skills, and attitudes essential for registered nurse (RN) preceptors.
  • To determine the optimal timing for delivering preceptor training content.
  • To ascertain preferred learning methods for RN preceptors.

Main Methods:

  • A descriptive study design was employed.
  • The study focused on gathering input from current RN preceptors regarding their training needs.
  • Data were collected to address specific research questions on preceptor requirements.

Main Results:

  • Thirteen key topics were identified as important by preceptors.
  • The study highlighted specific learning needs and preferences of RN preceptors.
  • Preceptor input directly informed curriculum revisions.

Conclusions:

  • Incorporating preceptor feedback is vital for developing effective training programs.
  • The revised curriculum better aligns with the identified learning needs of RN preceptors.
  • This approach enhances the quality of nurse mentorship and professional development.