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Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

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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.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Guidelines for Writing Outcome01:11

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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
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Socioemotional Experience and Gender Development01:30

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Women´s expectations and evaluation of a maternal educational program.

Juan Miguel Martínez1, Miguel Delgado2

  • 1Andalusian Health Service. University of Jaen.The Biomedical Research Centre Network for Epidemiology and Public Health (CIBERESP). Spain.

Colombia Medica (Cali, Colombia)
|June 4, 2014
PubMed
Summary

Maternal education programs are highly valued by women, with newborn care being the most requested topic. Most participants found the program beneficial, highlighting its usefulness in preparing for childbirth and infant care.

Keywords:
Health educationpatient satisfactionpregnancyprenatal carerequired request

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Area of Science:

  • Obstetrics and Gynecology
  • Maternal Health
  • Health Education

Background:

  • Maternal education programs aim to equip expectant mothers with knowledge for pregnancy, childbirth, and postpartum care.
  • Understanding women's expectations and evaluations is crucial for optimizing these educational interventions.

Purpose of the Study:

  • To identify the specific expectations of women enrolled in a maternal education program.
  • To evaluate the perceived usefulness and impact of the maternal education program from the participants' perspective.

Main Methods:

  • A multi-centric observational study was conducted in four Spanish hospitals in 2011.
  • Data were collected from primiparous women via interviews and medical record reviews.
  • Logistic regression analysis was used to estimate odds ratios with 95% confidence intervals.

Main Results:

  • Newborn care was the most frequently requested educational content, desired by 80.33% of women.
  • 11.25% of participants reported the program as having little or no usefulness.
  • While women appreciated follow-up care during pregnancy and childbirth, the program's direct influence on these processes was not statistically significant (p>0.05).

Conclusions:

  • Newborn care emerged as the primary subject of interest for women participating in the maternal education program.
  • Overall, women perceived the maternal education program as a useful resource.