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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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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...
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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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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.
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Role of Communication in the Nursing Process II: Planning and Implementation01:25

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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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Implementation is the execution of the nursing care plan developed during the planning phase.
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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Work-integrated learning: a didactic tool to develop praxis in nurse education.

Elisabeth Dahlborg Lyckhage1, Sandra Pennbrant

  • 1University West, Trollhättan, Sweden.

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Clarifying the concept of praxis in nursing science enhances the link between theory and practice. Developing praxis in nursing education fosters professional autonomy by integrating theory and practice.

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Area of Science:

  • Nursing Science
  • Education Theory

Background:

  • The concept of praxis in nursing science is often vague and overused.
  • A clearer definition of praxis is needed to connect nursing theory and practice effectively.

Purpose of the Study:

  • To highlight the advantages of developing praxis in nursing education.
  • To advocate for a more stringent use of the concept of praxis.

Main Methods:

  • Theoretical analysis of the concept of praxis.
  • Dialectical examination of theory and practice in nursing.

Main Results:

  • Using praxis as a dialectic concept can bridge the gap between theory and practice.
  • Shifting from "being in praxis" to "being of praxis" enhances professional autonomy.

Conclusions:

  • Developing praxis in nursing education is crucial for advancing the profession.
  • A dialectical approach to praxis strengthens the integration of theory and practice in nursing.