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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 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.
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Using seminars as a teaching method in undergraduate nurse education.

Raph Morgan1

  • 1Lecturer (Education), Queen's University Belfast.

British Journal of Nursing (Mark Allen Publishing)
|March 30, 2019
PubMed
Summary

Seminars enhance undergraduate nurse education by employing student-centered activities that foster self-motivated learning. This teaching method supports personal and academic growth through diverse approaches, ensuring students grasp essential knowledge and skills.

Keywords:
DiscussionsLearningPreregistration educationSeminarsStudentsTechnology

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Area of Science:

  • Nursing Education
  • Pedagogy in Higher Education

Background:

  • Undergraduate nurse education requires effective teaching strategies.
  • Person-centered practice is a key concept in contemporary nursing.
  • The 6Cs framework (Compassion, Communication, Courage, Competence, Commitment, and Courage) underpins modern healthcare values.

Purpose of the Study:

  • To explore the effectiveness of seminars as a teaching method in undergraduate nurse education.
  • To detail the format and application of seminars within a specific learning unit.
  • To demonstrate how seminars support student-centered learning and personal development.

Main Methods:

  • Description of seminar format within a year 1 "person-centered practice" learning unit.
  • Utilization of diverse student-centered activities: discussion, group work, independent learning, technology integration.
  • Application of constructive alignment principles from curriculum design to evaluation.

Main Results:

  • Seminars foster informed, self-motivated, and curious learners.
  • A variety of learning approaches within seminars support student understanding and academic growth.
  • Seminars effectively integrate teaching, learning, and assessment strategies.

Conclusions:

  • Seminars are a valuable pedagogical tool in undergraduate nursing.
  • Student-centered activities within seminars promote essential learning outcomes.
  • Constructive alignment ensures a cohesive and effective seminar-based learning experience.