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Related Concept Videos

Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

Role of Communication in the Nursing Process III: Evaluation and Documentation

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:
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

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 from the...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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, patient...
Documentation of Nursing Diagnosis01:10

Documentation of Nursing Diagnosis

The nurse documents nursing diagnoses and enters them into the patient record. The identified patient's nursing diagnosis is either written out with a plan of care or entered into the electronic health record.
In some settings, data-driven computerized decision support systems are in place, allowing for more accurate nursing diagnoses. The database within one of these systems includes diagnostic labels defining characteristics, activities, and indicators for nursing. A nurse enters assessment...
Nursing Evaluation01:15

Nursing Evaluation

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.
Section...
Systematic Error: Methodological and Sampling Errors01:15

Systematic Error: Methodological and Sampling Errors

In the case of systematic errors, the sources can be identified, and the errors can be subsequently minimized by addressing these sources. According to the source, systematic errors can be divided into sampling, instrumental, methodological, and personal errors.
Sampling errors originate from improper sampling methods or the wrong sample population. These errors can be minimized by refining the sampling strategy. Defective instruments or faulty calibrations are the sources of instrumental...

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Supervisors' perceptions on errors of nursing students in clinical clerkship: a qualitative research.

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Nursing students' errors in clinical learning. Qualitative outcomes in Mixed Methods Research.

Ana Paula Sousa Santos1

  • 1Universidade dos Açores. Azores, Portugal.

Revista Brasileira De Enfermagem
|March 28, 2019
PubMed
Summary

Nursing students acknowledge errors during clinical learning, viewing them as opportunities for development. This study analyzed error factors and student perceptions using a mixed-methods approach.

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Area of Science:

  • Nursing Education
  • Clinical Skills Development
  • Patient Safety

Background:

  • Clinical learning is crucial for nursing education.
  • Student errors in clinical settings are common.
  • Understanding student perceptions of errors is vital for effective learning.

Purpose of the Study:

  • To analyze factors contributing to nursing student errors during clinical learning.
  • To explore student perceptions of these errors.
  • To assess the learning and developmental opportunities presented by errors.

Main Methods:

  • Convergent Mixed Method design.
  • Qualitative data collected through face-to-face and internet interviews.
  • Data analysis guided by Miles and Huberman methodology.

Main Results:

  • Student errors occur across all phases of the nursing process and in transversal skills.
  • Perceptions of errors were identified and analyzed.
  • Errors were recognized by students as valuable learning and developmental opportunities.

Conclusions:

  • Nursing students acknowledge their errors and identify contributing factors and preventative measures.
  • The Mixed Method design effectively captured the phenomenon.
  • The qualitative component was essential for achieving study objectives.