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Related Concept Videos

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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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.
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How do we teach simulation-based dental education? Time for an evidence-based, best-practice framework.

Denise Higgins1, Melanie J Hayes2, Jane A Taylor1

  • 1University of Newcastle, Ourimbah, NSW, Australia.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|June 11, 2020
PubMed
Summary

Simulation-based dental education needs evidence-based curriculum design. This commentary explores educational theory and proposes a best-practice framework for contemporary dental simulation education.

Keywords:
curriculum designframeworkpsychomotor skillssimulation

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Area of Science:

  • Dental Education
  • Healthcare Simulation
  • Educational Theory

Background:

  • Traditional dental education relied on practical skills.
  • Patient safety awareness has driven simulation advances in healthcare.
  • Dental simulation requires enhanced best-practice standards and evidence-based curriculum design.

Purpose of the Study:

  • To explore educational theory in healthcare simulation.
  • To examine internationally recognized best-practice standards for simulation.
  • To propose a framework for contemporary simulation-based dental curriculum.

Main Methods:

  • Review of educational theory and healthcare simulation development.
  • Analysis of best-practice standards within dental education context.
  • Examination of the simulation-based activity cycle.

Main Results:

  • Healthcare simulation has advanced due to patient safety focus.
  • Dental simulation necessitates improved standards and theoretical grounding.
  • A best-practice framework is proposed for dental simulation curriculum.

Conclusions:

  • Contemporary dental simulation education requires a structured, evidence-based approach.
  • Integrating educational theory and best practices enhances simulation effectiveness.
  • The proposed framework supports the design and delivery of improved dental simulation curricula.