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Related Concept Videos

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.
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Guidelines for Writing Outcome01:11

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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
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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 Evaluation01:15

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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 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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Guidelines For Measuring Vital Signs01:19

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Following these guidelines can help nurses accurately measure vital signs, assess changes in patient conditions, and provide timely treatment when necessary. Adhering closely to the guidelines ensures the accuracy and reliability of the results.
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Updated: Mar 22, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
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Do quality indicators for general practice teaching practices predict good outcomes for students?

Maggie Bartlett1, Jessica Potts1, Bob McKinley1

  • 1a Keele University School of Medicine , Keele , UK.

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|April 28, 2016
PubMed
Summary
This summary is machine-generated.

Quality indicators for general practices do not clearly correlate with medical student performance on Objective Structured Clinical Examinations (OSCE) or student satisfaction. Current measures may not reliably assess teaching suitability.

Keywords:
Primary carequalityundergraduate medical students

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Area of Science:

  • Medical Education
  • General Practice Training
  • Healthcare Quality Assessment

Background:

  • Keele medical students undertake 113 days of general practice training.
  • Existing practice data are collected to indicate teaching quality.
  • Objective Structured Clinical Examination (OSCE) scores and student feedback are used as outcome measures.

Purpose of the Study:

  • To explore the relationship between general practice quality indicators and student outcomes.
  • To determine the influence of general practices on OSCE scores versus individual student effects.
  • To identify practice characteristics associated with student feedback.

Main Methods:

  • Two statistical analyses were performed on practice and outcome data from one academic year.
  • Analysis 1: Assessed variation in OSCE scores attributed to practice versus student.
  • Analysis 2: Examined practice characteristics related to student feedback scores.

Main Results:

  • For OSCE performance (268 students, 90 practices), six quality indicators showed independent influence but not to statistical significance.
  • For student satisfaction (144 students, 69 practices), feedback scores were not influenced by practice characteristics.
  • No clear relationships were found between collected quality indicators and student outcomes.

Conclusions:

  • The link between current general practice quality indicators and student outcomes (OSCE, feedback) is unclear.
  • Neither the quality indicators nor the outcome measures may be sufficiently reliable for assessing teaching suitability.
  • Further research is needed to refine quality and outcome measures in medical education.