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

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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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Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

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The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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The Professional Nurse01:22

The Professional Nurse

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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
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Articles linked to this work by shared authors, journal, and citation graph.

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Students' perspective of bedside teaching: A qualitative study.

Pakistan journal of medical sciences·2016
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LEARNING STYLE OF MEDICAL STUDENTS AND ITS CORRELATION WITH PREFERRED TEACHING METHODOLOGIES AND ACADEMIC ACHIEVEMENT.

Journal of Ayub Medical College, Abbottabad : JAMC·2016
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Perceptions of faculty and students regarding Problem Based Learning: A mixed methods study.

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Bedside teaching-making it an effective instructional tool.

Ishtiaq Ali Khan

    Journal of Ayub Medical College, Abbottabad : JAMC
    |February 13, 2015
    PubMed
    Summary

    Faculty perceptions reveal that bedside teaching quality declines due to curriculum gaps and low job satisfaction. Improving curriculum, discipline, and performance-based promotions can enhance this essential medical education strategy.

    Area of Science:

    • Medical Education
    • Clinical Skills Training

    Background:

    • Bedside teaching is a core clinical teaching strategy for medical students.
    • Its quality is perceived to be declining over time.
    • Understanding faculty perceptions is crucial for improvement.

    Purpose of the Study:

    • To explore faculty perceptions regarding the quality of bedside teaching.
    • To identify factors contributing to the decline in bedside teaching quality.

    Main Methods:

    • A pragmatic paradigm was employed at Ayub Medical College and Hospital, Pakistan.
    • Quantitative data collected via structured questionnaires from 18 professors.
    • Qualitative data gathered through in-depth interviews with 5 professors.

    Main Results:

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    • Key factors identified include lack of a bedside teaching curriculum, student/faculty indiscipline, and poor job satisfaction.
    • Low salaries and lack of accountability were also cited as significant issues.
    • Professors suggested curriculum development and performance-based promotions to improve teaching quality.

    Conclusions:

    • Developing a structured bedside teaching curriculum is essential.
    • Enhancing institutional discipline and faculty job satisfaction are critical.
    • Performance-based appraisals and effective planning strategies can optimize bedside teaching.