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Related Concept Videos

SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

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Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
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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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Types of Reports I: Hands-off Report01:25

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A hand-off report, also known as a change-of-shift report, is a crucial nursing process that ensures the smooth transition of patient care responsibilities between nursing staff.
Following are the key components and categories of hand-off reports:
Purpose and Process:
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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

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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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Contemporary practice of standardised bedside teaching rounds.

Clarence Haddon Mullins1, Adam Roderick2, Jill Deaver3

  • 1University of Alabama at Birmingham School of Medicine, Birmingham, Alabama, USA.

The Clinical Teacher
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Standardizing bedside teaching rounds improved patient satisfaction and decreased time spent on rounds. However, learner satisfaction showed mixed results, indicating a need for further research in this area.

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Area of Science:

  • Medical Education
  • Clinical Practice Improvement

Background:

  • Bedside teaching rounds are integral to academic inpatient settings.
  • Standardization of these rounds aims to optimize patient care and learner experience.

Purpose of the Study:

  • To review literature on bedside teaching rounds and their standardization.
  • To assess the impact of standardized rounding on patient/learner satisfaction and care metrics.

Main Methods:

  • Literature search of PubMed, Scopus, and CINAHL (2003-2019).
  • Included randomized controlled trials, cohort studies, and pre-post studies.
  • Methodological evaluation using the Medical Education Research Quality Study Instrument (MERQSI).

Main Results:

  • Five studies were included (1 RCT, 3 cohort, 1 pre-post).
  • Standardized bedside rounds consistently increased patient satisfaction.
  • Learner satisfaction results were mixed, and round duration decreased.

Conclusions:

  • Limited but positive evidence supports standardized rounding protocols.
  • Data can inform faculty development on the benefits and challenges of standardized bedside rounds.