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Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

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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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Types of Records II: Educational and Administrative Records01:18

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Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
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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.
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Types of Records I: Unit and Nurses Records01:27

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 Unit records in healthcare settings document the patient's treatment history, including interventions, medications, diagnostic and laboratory results, progress notes, personal care needs, vital signs, and other medical information. They are crucial for managing patient care, aiding healthcare professionals in providing quality treatment and informed decision-making.
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Methods of Documentation V: CBE01:23

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Charting by Exception, or CBE, is a method of documentation used in healthcare, particularly in nursing, that focuses on documenting only significant or abnormal findings rather than recording every detail. This approach aims to streamline the documentation process, improve efficiency, and ensure that healthcare providers can quickly identify deviations from normalcy in patient assessments.
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Related Experiment Video

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Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
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Evaluating the objective structured long examination record for nurse education.

Marian Traynor1, Despina Galanouli2, Billiejoan Rice3

  • 1Director of Education, School of Nursing & Midwifery, Queen's University Belfast, Medical Biology Centre.

British Journal of Nursing (Mark Allen Publishing)
|June 28, 2016
PubMed
Summary

Nursing students found the Objective Structured Long Examination Record (OSLER) provided a more holistic assessment of clinical skills, including communication. The OSLER, alongside the Objective Structured Clinical Examination (OSCE), is recommended for comprehensive nursing education assessment.

Keywords:
Clinical competenceCurriculumLearningNursing studentsUniversities

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Area of Science:

  • Medical Education
  • Nursing Education
  • Clinical Skills Assessment

Background:

  • The Objective Structured Long Examination Record (OSLER) is a modified long-case clinical examination used in medical education.
  • The Objective Structured Clinical Examination (OSCE) is commonly used to assess discrete clinical skills in healthcare education.

Purpose of the Study:

  • To evaluate nursing students' perceptions of the OSLER.
  • To compare the OSLER with the OSCE for assessing nursing students' clinical competence.

Main Methods:

  • A qualitative analysis of pre- and post-test questionnaires from 21 third-year undergraduate nursing students who undertook the OSLER.
  • Data triangulation using feedback from teachers and simulated patients.

Main Results:

  • Students perceived the OSLER as a more holistic method for assessing clinical skills, particularly communication.
  • The OSLER was viewed as beneficial for evaluating essential nursing competencies.

Conclusions:

  • The OSLER offers a comprehensive assessment of nursing students' clinical abilities.
  • Integrating both OSLER and OSCE can enhance the evaluation of clinical competence in nursing education.