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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 involves independent, cooperative, person-centered care for people of all ages, families, groups, and communities. Nurses assist the sick or the well person in all settings. Nursing includes promoting health, preventing illness, and caring for ill, disabled, and dying people. Health promotion encourages people to take responsibility for their health. It focuses on the healthy behavior of individuals, families, and the community and the factors that impact their health. Examples of...
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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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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Understanding clinical nursing education: An exploratory study.

Sherry Dahlke1, Maureen O'Connor2, Teresa Hannesson2

  • 1Faculty of Nursing, University of Edmonton, 11405-87th Avenue, Edmonton, Alberta T6G 1C9, Canada.

Nurse Education in Practice
|January 18, 2016
PubMed
Summary
This summary is machine-generated.

Clinical faculty and preceptors need more support for teaching Bachelor of Science in Nursing (BSN) students. Formal education and mentorship programs are recommended to address knowledge and guidance gaps in nursing education.

Keywords:
Clinical educationClinical environmentsClinical facultyPreceptors

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Area of Science:

  • Nursing Education
  • Clinical Instruction

Background:

  • Clinical experiences are essential for nursing education.
  • Perspectives of clinical instructors are crucial for effective student guidance.

Purpose of the Study:

  • To identify the knowledge and guidance needs of preceptors and clinical faculty instructing Bachelor of Science in Nursing (BSN) students.
  • To explore factors influencing clinical instruction effectiveness.

Main Methods:

  • A mixed methods descriptive study was conducted.
  • Surveys were administered to 15 clinical faculty and 17 preceptors.
  • Qualitative data analysis provided insights into facilitators and barriers of clinical instruction.

Main Results:

  • Preceptors and clinical faculty reported high confidence but also a need for additional teaching support.
  • Qualitative data revealed key factors that helped, hindered, or could enhance clinical instruction.
  • Identified gaps in knowledge and guidance for clinical nursing educators.

Conclusions:

  • Formal education and mentorship programs for preceptors and clinical faculty are recommended.
  • Further research should explore tailoring clinical instruction to educator capacity and environments.
  • Addressing educator needs is vital for effective BSN student clinical experiences.