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Related Concept Videos

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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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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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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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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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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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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Evaluating the implementation of a quality improvement process in General Practice using a realist evaluation

Pam Moule1, Susan Clompus1, Jon Fieldhouse1

  • 1Faculty of Health and Applied Sciences, UWE, Glenside Campus, Blackberry Hill, Stapleton, Bristol, BS16 1DD, UK.

Journal of Evaluation in Clinical Practice
|May 26, 2018
PubMed
Summary

Implementing quality improvement programs in General Practice can reduce stroke risk in atrial fibrillation patients. Success depends on addressing local workload and practitioner experience, ensuring lasting improvements in care.

Keywords:
atrial fibrillationcase studiesgeneral practicepharmacistsquality improvementrealist evaluation

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Area of Science:

  • General Practice
  • Public Health
  • Health Services Research

Background:

  • Underuse of anticoagulants in atrial fibrillation increases stroke risk.
  • National Institute for Health Care and Excellence guidance CG180 aims to reduce strokes via Non-vitamin K antagonist Oral Anticoagulants.
  • A quality improvement programme was implemented in General Practice to align with CG180.

Purpose of the Study:

  • To evaluate the effectiveness of a quality improvement programme in implementing NICE guidance.
  • To understand the contextual factors influencing the programme's success.
  • To determine how and under what circumstances the programme achieved its objectives.

Main Methods:

  • Realist evaluation of a quality improvement programme across six General Practices.
  • Data collection included recordings of team meetings and interviews with practice leads.
  • Analysis involved comparing observational and interview data against the initial programme theory.

Main Results:

  • Varied use of quality improvement resources, with training highly valued.
  • Programme theories were refined, acknowledging local workload and practitioner beliefs.
  • Optimal outcomes and lasting legacy were achieved when key motivators like prior experience were present.

Conclusions:

  • Quality improvement programmes can drive practice change and create lasting improvements.
  • Successful implementation requires specific mechanisms and a commitment to service improvement.
  • Contextual factors, including practitioner experience and workload, significantly influence outcomes.