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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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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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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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Behavioral imprinting is observed in some newborn animals and occurs when they develop strong and specific attachments to another animal (usually a parent) following brief, early-life exposures. Offspring imprint onto parents within a brief period after birth or hatching; this time window is called the critical period. Once imprinting occurs, the bond established between the parents and their offspring is usually long-lasting.
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In humans, more than 80% of the genome gets transcribed. However, only around 2% of the genome codes for proteins. The remaining part produces non-coding RNAs which includes ribosomal RNAs, transfer RNAs, telomerase RNAs, and regulatory RNAs, among other types. A large number of regulatory non-coding RNAs have been classified into two groups depending upon their length – small non-coding RNAs, such as microRNA, which are less than 200 nucleotides in length, and long non-coding RNA...
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Bedside Teaching in Neurology.

Jeffrey J Dewey1, Tracey A Cho2

  • 1Department of Neurology, Yale University School of Medicine, New Haven, Connecticut.

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Summary
This summary is machine-generated.

Bedside teaching in neurology is underutilized but highly valued by medical learners. This review provides a framework to overcome challenges and enhance clinical neurology education at the patient's bedside.

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Area of Science:

  • Medical Education
  • Clinical Neurology
  • Humanism in Medicine

Background:

  • Bedside teaching is an ideal venue for clinical neurology education, modeling professionalism and humanism.
  • Despite learner desire, bedside teaching is underutilized in contemporary medical curricula.
  • Logistical hurdles and instructor confidence are key barriers to effective bedside teaching.

Purpose of the Study:

  • To review the evidence supporting bedside teaching in neurology.
  • To present a framework for effective bedside teaching in clinical neurology.
  • To address barriers and promote the use of bedside teaching.

Main Methods:

  • Literature review of existing theories and evidence on bedside teaching.
  • Delineation of a practical framework for implementation.
  • Discussion of strategies to mitigate common challenges.

Main Results:

  • Bedside teaching offers significant educational benefits and enhances patient experience.
  • Challenges to bedside teaching can be overcome with deliberate strategies and experience.
  • Effective bedside teaching does not compromise care efficiency or quality.

Conclusions:

  • Optimizing bedside teaching in neurology is feasible and beneficial.
  • A structured approach can enhance the effectiveness of bedside clinical education.
  • Increased utilization of bedside teaching can improve neurology training and patient care.