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

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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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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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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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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The Scientific Method in Nursing Process01:18

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The scientific method provides the foundation for any research. It is the most reliable and objective of all forms of gaining knowledge and guides in applying research-based evidence in practice and conducting future research.
When using research findings to change practice, one must understand the process used to guide a study. The scientific method is a systematic, step-by-step process that supports the data's validity, reliability, and generalizability. As a result, findings can be...
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Current Trends in Nursing II01:30

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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

Nursing Interventions II: Selecting and Classifying the Nursing Interventions

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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Creative classroom strategies for teaching nursing research.

Regina Miecznikoski Phillips1

  • 1Author Affiliation: Assistant Professor, Department of Nursing, Towson University, Maryland.

Nurse Educator
|June 18, 2014
PubMed
Summary

This article presents engaging classroom strategies for teaching nursing research and evidence-based practice to undergraduate students. These methods address time and space limitations in academic settings.

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Area of Science:

  • Nursing Education
  • Academic Medicine

Background:

  • Faculty face challenges in creating engaging nursing curricula.
  • Undergraduate nursing students require strong research and evidence-based practice (EBP) skills for professional development.

Purpose of the Study:

  • To outline effective strategies for teaching research and EBP to undergraduate nursing students.
  • To address the constraints of classroom time and space in nursing education.

Main Methods:

  • The article reviews and describes several successful pedagogical approaches.
  • Strategies focus on active learning and integration of research concepts into coursework.

Main Results:

  • The proposed strategies enhance student engagement with research content.
  • These methods are adaptable to typical undergraduate nursing program structures.

Conclusions:

  • Implementing creative teaching strategies is crucial for effective nursing education.
  • Engaging students in research early prepares them for evidence-based practice in their careers.