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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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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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Clinical development focuses on how the drug will interact with the human body and encompasses four key phases of clinical trials, each serving a specific purpose in assessing the safety and effectiveness of new drugs. These phases overlap and build upon one another. Phase I involves a small group of healthy volunteers (typically 20-80 individuals) or, in cases where significant toxicity is expected, patients with the targeted disease, such as cancer or AIDS. The volunteers are tested for...
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Teaching clinicians shared decision making and risk communication online: an evaluation study.

Tammy C Hoffmann1, Chris Del Mar2, Ramai Santhirapala3

  • 1Institute for Evidence-Based Healthcare, Bond University, Gold Coast, Queensland, Australia thoffmann@bond.edu.au.

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Summary

This e-learning course improved clinician confidence and knowledge in shared decision making and risk communication. Further training is recommended to enhance numerical skills for better application.

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Area of Science:

  • Medical Education
  • Health Communication
  • Clinical Decision Making

Background:

  • Shared decision making (SDM) and risk communication are crucial for patient-centered care.
  • Clinicians require effective training in SDM and risk communication skills.
  • E-learning offers a flexible platform for delivering such training to a wide audience.

Purpose of the Study:

  • To develop and evaluate a brief e-learning course for teaching SDM and risk communication skills.
  • To assess the impact of the course on clinicians' confidence and knowledge.
  • To identify areas for improvement in clinical training.

Main Methods:

  • An online, self-guided e-learning course comprising four modules was developed.
  • Clinicians of all specialties and experience levels were invited to participate.
  • Pre- and post-course assessments measured confidence (OPTION tool scale) and knowledge (questions, calculations).

Main Results:

  • 210 participants completed the course, showing significant improvement in SDM confidence (mean increase 3.7 units, p<0.0001).
  • Knowledge scores increased for most questions, but skill-based numerical tasks showed no improvement.
  • Higher numeracy correlated with better skill and confidence levels.

Conclusions:

  • The free e-learning course effectively enhanced clinician confidence and knowledge in SDM and risk communication.
  • The study underscores the importance of numerical skills in clinical practice and training.
  • Combining e-learning with practical experience and targeted numerical skills training is recommended.