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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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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.
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 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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Nursing Interventions I: Taxonomy of Nursing Interventions01:03

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Nursing interventions are chosen as part of the planning process to achieve patient outcomes. Once nursing diagnoses are determined, the goals and outcomes are specified, then the nursing interventions are selected and individualized according to the patient's situation.
A nursing intervention is a treatment or action based on scientific concepts and knowledge from the nursing, behavioral, and physical sciences. Identifying and prioritizing nursing interventions based on the desired outcome...
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Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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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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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Using Simulation to Teach Telehealth Nursing Competencies.

Tedra S Smith, Penni Watts, Jacqueline A Moss

    The Journal of Nursing Education
    |October 3, 2018
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    Nurse educators can use telehealth simulations to prepare nursing students for remote patient care. This hands-on approach boosts engagement and familiarity with telehealth competencies.

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    Area of Science:

    • Nursing Education
    • Health Informatics
    • Telehealth Technology

    Background:

    • Telehealth is rapidly expanding, offering solutions for patients facing access barriers to traditional healthcare.
    • Nurse educators face the critical task of equipping students with the skills needed for telehealth care delivery.

    Purpose of the Study:

    • To design and evaluate a simulated telehealth experience for nursing students.
    • To enhance student understanding and engagement with telehealth competencies and equipment.

    Main Methods:

    • A simulated telehealth experience was developed based on established simulation standards and learning objectives.
    • Students actively participated in a simulated telehealth visit with a standardized patient.

    Main Results:

    • The simulation allowed students to practice using telehealth equipment and demonstrate telehealth competencies.
    • This experiential learning significantly increased student engagement with telehealth as a care modality.
    • The simulation served as an effective objective structured clinical examination.

    Conclusions:

    • Integrating telehealth into nursing curricula is essential due to advancements in healthcare technology.
    • Simulation offers a viable strategy to introduce students to telehealth and foster engagement.