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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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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Nursing Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Tertiary Healthcare System01:21

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Specialized care provided over an extended period is called tertiary care. Usually, a primary or secondary care physician will refer a patient to tertiary care. A patient's maximum physical and mental function is restored in tertiary care, which is caused due to the impact of a chronic illness or condition. Tertiary care aims to achieve the highest level of functioning possible while managing chronic illness. For example, a patient who falls and fractures their hip will need secondary care...
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Updated: Feb 28, 2026

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A large-scale peer teaching programme - acceptance and benefit.

Elisabeth Schuetz1, Barbara Obirei1, Daniela Salat1

  • 1LMU Co.Med, Ludwig-Maximilians-Universität, Munich, Germany.

Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen
|June 11, 2017
PubMed
Summary
This summary is machine-generated.

This study shows that a large-scale peer teaching program significantly improved medical students' academic performance and acceptance of learning. The program offers diverse tutorials, benefiting nearly 70% of students and enhancing their assessment scores.

Keywords:
Peer TeachingPeer-assisted LearningPrüfungTutorenschulungassessmentmedical educationmedizinische Ausbildungpeer teachingpeer-assisted learningstudent teacherstudentische Lehrendetutor training

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Area of Science:

  • Medical Education
  • Peer-Assisted Learning
  • Higher Education Pedagogy

Background:

  • Peer-assisted learning is common but often limited to specific curriculum areas.
  • This study evaluates a comprehensive, quality-assured, large-scale peer teaching program in preclinical medical education.
  • The program offers diverse tutorials across the preclinical curriculum and beyond.

Purpose of the Study:

  • To evaluate the acceptance, utilization, and academic benefit of a large-scale peer teaching program.
  • To compare the academic performance of students participating in peer tutorials versus non-participants.
  • To assess the impact of peer teaching on preclinical medical students' learning outcomes.

Main Methods:

  • A retrospective study analyzed data from 2012-2014, covering 1,420 lessons.
  • Student participation was analyzed based on first assessment results in anatomy, biochemistry, and physiology.
  • Biochemistry re-assessment scores of participants and non-participants were compared using statistical tests (Kolmogorov-Smirnov, Chi-square, Cohen's d).

Main Results:

  • Nearly 70% of students participated in the voluntary peer teaching program.
  • Student acceptance of tutorials correlated with their performance in initial assessments.
  • Participants showed significantly higher re-assessment scores (medium to large effect size) and pass rates compared to non-participants.

Conclusions:

  • The peer teaching program demonstrated high acceptance, utilization, and academic benefit.
  • The program contributes to personalized learning and teaching approaches.
  • Further research is needed on the program's impact on study duration, dropout rates, and overall academic achievement.