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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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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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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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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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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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Planning Nursing Care II01:29

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Group concept mapping for evaluation and development in nursing education.

Peter Hagell1, Ellinor Edfors1, Gita Hedin1

  • 1The PRO-CARE Group, School of Health and Society, Kristianstad University, SE-291 88 Kristianstad, Sweden.

Nurse Education in Practice
|September 4, 2016
PubMed
Summary

Group Concept Mapping (GCM) offers a valuable approach to evaluating nursing education. This participant-centered method enhances understanding of student learning experiences and aids in curriculum development.

Keywords:
EvaluationExperiential learningGroup Concept MappingMixed-methodsNursing education research

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Area of Science:

  • Nursing Education
  • Higher Health Science Education
  • Educational Evaluation

Background:

  • Traditional course evaluations often lack the depth to capture educational complexity.
  • Participant-centered methods are needed to better understand student learning experiences.
  • Group Concept Mapping (GCM) presents a potential solution for comprehensive evaluation.

Purpose of the Study:

  • To explore Group Concept Mapping (GCM) as a tool for evaluation and development in nursing education.
  • To understand student nurses' learning experiences within a research training assignment.
  • To identify areas for improvement in nursing curricula.

Main Methods:

  • A Group Concept Mapping (GCM) exercise involving 47 student nurses.
  • Focus group brainstorming to generate 98 statements on assignment experiences.
  • Quantitative analysis of individually sorted and rated statements to create a 2D conceptual map.
  • Identification of eight conceptual areas and plotting of average cluster ratings.

Main Results:

  • A 2-dimensional map visually represented student conceptual relationships and identified eight key areas.
  • Specific areas like "Research methodology," "Patients' perspectives," and "Interviewer role" were highlighted.
  • These areas were identified as highly important/instructive and requiring development.

Conclusions:

  • Group Concept Mapping (GCM) is an effective interactive, participant-centered approach for evaluation in nursing education.
  • GCM provides a decision aid for planning and development by pinpointing crucial areas for improvement.
  • The method holds potential for application in other higher health science education programs.