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Related Concept Videos

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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Nursing Evaluation01:15

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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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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Restorative Care01:19

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Restorative care is provided once a patient has been discharged from a healthcare facility and requires additional services. The additional services include home care, rehabilitation programs, and extended care. Restorative care centers help the patient regain their previous level of functioning or acquire a new level of functioning due to the incapacitating effects of a disease or a disability. It aims to assist patients in enhancing their quality of life by encouraging independence,...
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Nursing Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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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 Perinatal Loss Care Educational Programme and its Evaluation.

Kateřina Ratislavová1, Martina Štípková2

  • 1University of West Bohemia, Nursing and Midwifery, nám. Odboje 18, 32300 Pilsen, Czech Republic.

Zdravstveno Varstvo
|September 21, 2020
PubMed
Summary

The Perinatal Loss Care educational program significantly improved healthcare professionals' understanding of perinatal bereavement care. This training is essential for providing sensitive support to bereaved parents.

Keywords:
blended learningeducationevaluation researchhealthcare professionalsperinatal loss care

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Area of Science:

  • Perinatal care
  • Bereavement studies
  • Medical education

Background:

  • Perinatal care professionals face significant challenges when supporting bereaved parents.
  • Effective care requires specialized knowledge and skills in perinatal loss.
  • A blended educational program was developed to address these needs.

Purpose of the Study:

  • To evaluate the effectiveness of the Perinatal Loss Care blended educational program.
  • To assess the impact of the program on healthcare professionals' knowledge and skills in perinatal bereavement care.

Main Methods:

  • An evaluative assessment using a scored questionnaire.
  • Data collected pre- and post-programme from 200 medical and healthcare professionals.
  • Participants categorized into voluntary (motivated/others) and mandatory (non-motivated) groups.

Main Results:

  • Participants showed significantly higher self-perceived knowledge and understanding post-programme.
  • Overall scores significantly improved (p<0.001) across all groups.
  • Mandatory participants reported lower post-intervention scores and perceived the program as more difficult.

Conclusions:

  • The Perinatal Loss Care educational program is effective in enhancing professionals' competence.
  • Healthcare professionals need foundational knowledge for sensitive perinatal bereavement care.
  • Tailored educational approaches may be necessary for different professional groups.