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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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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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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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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.
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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.
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Research has highlighted several critical factors that influence the effectiveness of psychotherapy, such as the therapeutic alliance, the therapist, and the client.
The Therapeutic Alliance
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Strategies for Successful Clinical Teaching.

Linda Koharchik1, Sharon R Redding

  • 1Linda Koharchik is a clinical assistant professor and director of adjunct faculty and clinical affairs at Duquesne University School of Nursing, Pittsburgh, PA, and Sharon R. Redding is an independent consultant. Contact author: Linda Koharchik, koharchikl@duq.edu. The authors have disclosed no potential conflicts of interest, financial or otherwise.

The American Journal of Nursing
|June 24, 2016
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Summary

Adjunct clinical faculty and preceptors are vital for teaching nursing students. Effective teaching strategies and a supportive learning environment are crucial for applying knowledge in clinical settings.

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Area of Science:

  • Nursing Education
  • Clinical Pedagogy

Background:

  • Adjunct clinical faculty and preceptors play a key role in nursing education.
  • Bridging the gap between academic knowledge and clinical practice is essential for new nurses.

Purpose of the Study:

  • To describe effective teaching strategies for adjunct clinical faculty and preceptors.
  • To emphasize the importance of the learning environment in clinical nursing education.

Main Methods:

  • Literature review on clinical teaching strategies.
  • Analysis of the impact of learning environments on student development.

Main Results:

  • Identification of key teaching methodologies for clinical settings.
  • Highlighting the influence of a positive and structured learning environment on skill acquisition.

Conclusions:

  • Optimizing teaching strategies enhances nursing student competence.
  • A conducive learning environment is paramount for successful clinical skill development and knowledge application.