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Related Concept Videos

Guidelines for Writing Outcome01:11

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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
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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.
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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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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 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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The Construction of Case-Specific Resident Learning Goals.

Ingrid Woelfel1, David Strosberg1, Brentley Smith2

  • 1Department of Surgery, The Ohio State University, Columbus, Ohio.

Journal of Surgical Education
|March 24, 2020
PubMed
Summary

Surgery residents need medical knowledge, surgical experience, and entrustment to set effective case-specific learning goals. These factors are crucial for developing autonomy and improving operating room training efficiency.

Keywords:
autonomylearning goalsresident surgical education

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Area of Science:

  • Medical Education
  • Surgical Training
  • Resident Autonomy

Background:

  • Developing resident autonomy in the operating room is complex.
  • Case-specific learning goals can enhance surgical training efficiency.
  • Understanding residents' goal-setting experiences is limited.

Purpose of the Study:

  • To explore essential components for surgery residents identifying specific learning goals for surgical cases.
  • To investigate factors influencing the creation of case-specific learning objectives.

Main Methods:

  • Focus group interviews with general surgery residents (junior and senior).
  • Audio recordings were transcribed and analyzed using a framework method.
  • Iterative analysis to identify emerging themes.

Main Results:

  • Three key components emerged: medical knowledge, surgical experience, and entrustment.
  • Residents require baseline knowledge and experience to set goals.
  • Entrustment and attending support are necessary for goal accomplishment.
  • Differences in these components may explain variations between junior and senior residents' goal-setting abilities.

Conclusions:

  • Medical knowledge, surgical experience, and entrustment are imperative for creating case-specific learning goals.
  • The interplay of these components informs pre-operative goal setting.
  • Findings offer insights for targeted interventions to improve surgical resident education.