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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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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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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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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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Implementation is the execution of the nursing care plan developed during the planning phase.
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Rural Health Centers
Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...
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Related Experiment Video

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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Using a dedicated education unit clinical education model with second-degree accelerated nursing program students.

Patricia A Sharpnack, Catherine Koppelman, Bonnie Fellows

    The Journal of Nursing Education
    |November 20, 2014
    PubMed
    Summary

    Dedicated Education Units (DEUs) effectively facilitate knowledge transfer for accelerated nursing students, improving their transition to professional practice. This model enhances clinical readiness and retention, addressing rising healthcare costs.

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    Area of Science:

    • Nursing Education
    • Healthcare Management

    Background:

    • Rising healthcare costs necessitate efficient onboarding for new nursing graduates.
    • Academic-practice partnerships are crucial for bridging the gap between theoretical knowledge and clinical application.
    • Dedicated Education Units (DEUs) represent a structured approach to clinical education.

    Purpose of the Study:

    • To evaluate the effectiveness of the DEU clinical model in facilitating knowledge transfer for second-degree accelerated nursing students.
    • To assess the impact of DEUs on students' transition to professional practice.
    • To determine the influence of DEUs on clinical readiness, orientation, and retention.

    Main Methods:

    • A randomized experimental study design was employed.
    • The study involved second-degree accelerated program nursing students.
    • Outcomes were measured using course scores, simulation performance, standardized assessments, and self-evaluations, alongside practice partner feedback.

    Main Results:

    • The DEU model significantly facilitated knowledge transfer, as evidenced by improved student scores and self-evaluations.
    • Practice partners reported successful student transition to clinical practice.
    • DEUs led to reduced orientation time and increased retention rates on the unit of hire.

    Conclusions:

    • The DEU clinical model is a valuable strategy for enhancing the clinical education of accelerated nursing students.
    • DEUs contribute to a smoother transition to practice, improved retention, and potentially mitigate healthcare workforce challenges.
    • Further research is recommended to optimize DEUs for diverse accelerated nursing programs and student needs.