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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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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 Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Planning Nursing Care II01:29

Planning Nursing Care II

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Planning Nursing Care I01:21

Planning Nursing Care I

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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Teaching accelerated nursing students' self-care: A pilot project.

Cheryl Green1

  • 1Department of Nursing Southern Connecticut State University New Haven Connecticut.

Nursing Open
|December 25, 2019
PubMed
Summary

Nursing students reported reduced stress and improved coping skills after a 5-week holistic self-care education program. This intervention enhanced self-awareness and preparedness for professional nursing roles.

Keywords:
nurse educatorsnursing studentsself‐carestress reduction

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Area of Science:

  • Nursing Education
  • Student Well-being
  • Stress Management

Background:

  • The American Nurses Association Code of Ethics emphasizes nurse self-care.
  • A pilot project addressed the need for self-care education in nursing programs.
  • Holistic education was provided by an uninvolved nurse educator.

Purpose of the Study:

  • To evaluate the impact of a 5-week holistic self-care educational intervention on nursing students' stress levels.
  • To explore the standardization of self-care education in nursing curricula.
  • To promote positive health behaviors and insight into the impact of nurse self-care on patient outcomes.

Main Methods:

  • A 5-week pilot project involving 25 accelerated nursing students.
  • Holistic educational activities included healthy eating, exercise, sleep, affirmations, and aromatherapy.
  • The Star Model of Knowledge Transformation served as the theoretical framework.
  • Data collected via the Project Participant Questionnaire and Final-Year Group Questionnaire.

Main Results:

  • Nursing students reported reduced stress and enhanced coping abilities post-intervention.
  • An average benchmark of 4.36 indicated improved self-care status.
  • The intervention increased self-awareness regarding stress reduction and self-care.

Conclusions:

  • Self-care education for pre-licensure nursing students enhances stress management and self-awareness.
  • Implementing self-care behaviors benefits students transitioning to graduate nurse roles.
  • Teaching self-protective health behaviors supports safe nursing practice and patient care.