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Related Concept Videos

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.
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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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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 Assessment01:29

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
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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 Progressive, Collaborative Process to Improve a Curriculum and Define an Assessment Program.

Nancy A Letassy1, Melissa S Medina1, Mark L Britton1

  • 1The University of Oklahoma College of Pharmacy, Oklahoma City, Oklahoma.

American Journal of Pharmaceutical Education
|June 20, 2015
PubMed
Summary
This summary is machine-generated.

The University of Oklahoma College of Pharmacy revised its program outcomes and created an assessment map to improve student learning and align with accreditation standards.

Keywords:
assessmentcurriculumevaluationmappingprogram outcomes

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Outcome Assessment

Background:

  • The University of Oklahoma College of Pharmacy (OUCP) aimed to enhance its professional program.
  • Previous peer reviews highlighted areas for improvement in curriculum and assessment.

Purpose of the Study:

  • To revise the OUCP professional program outcomes.
  • To develop a comprehensive assessment map for knowledge, skills, and attitudes (KSAs).

Main Methods:

  • Consolidated 15 program outcomes into 11 refined statements.
  • Defined KSAs for each outcome and obtained faculty approval.
  • Created an assessment map detailing KSA instruction, assessment methods, and expected proficiency levels across the curriculum.

Main Results:

  • Identified deficits, inconsistencies, and disproportionalities in the existing program assessment.
  • Recommended specific assessments to measure student achievement of each outcome.
  • Established progressive performance levels and criteria for each professional year.

Conclusions:

  • The revised outcomes and assessment map provide a robust framework for evaluating program effectiveness.
  • This initiative supports compliance with the Accreditation Council for Pharmacy Education's (ACPE) revised accreditation standards.