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Related Concept Videos

Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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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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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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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.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

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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.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
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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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Related Experiment Video

Updated: Mar 8, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

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Modern teaching methods fail to focus on patient care.

David Harding-Price

    Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
    |January 15, 2017
    PubMed
    Summary

    The academic shift in nurse training may have negatively impacted clinical nursing care standards. Further research is needed to explore this complex relationship and its implications for patient outcomes.

    Area of Science:

    • Nursing Education
    • Clinical Practice Standards
    • Healthcare Quality

    Background:

    • The evolution of nursing education has seen a significant increase in academic requirements.
    • Concerns exist regarding the potential impact of this academic focus on practical clinical nursing skills.
    • The relationship between theoretical knowledge and hands-on patient care is a critical area of discussion.

    Purpose of the Study:

    • To explore the argument that clinical nursing care standards have declined.
    • To investigate the potential link between increased academic rigor in nurse training and the quality of clinical care.
    • To identify potential areas for improvement in nursing education to maintain high standards of patient care.

    Main Methods:

    • This is a conceptual argument, not based on empirical data.

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  • The study relies on existing literature and expert opinion to support its claims.
  • Qualitative analysis of the discourse surrounding nursing education and clinical practice.

    • Main Results:

    • The central argument posits a potential decline in clinical nursing care standards.
    • This decline is hypothesized to be a consequence of a shift towards more academic training for nurses.
    • The abstract suggests a need to re-evaluate the balance between academic and practical components in nursing education.

    Conclusions:

    • The increasing academic nature of nurse training may be inversely related to the quality of clinical nursing care.
    • There is a need for further investigation into the practical implications of academic nursing education on patient care.
    • Recommendations for curriculum development should consider the essential balance between theoretical knowledge and practical skills in nursing.