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Related Concept Videos

Case Studies01:22

Case Studies

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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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 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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Aims Of Nursing01:29

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Nursing involves independent, cooperative, person-centered care for people of all ages, families, groups, and communities. Nurses assist the sick or the well person in all settings. Nursing includes promoting health, preventing illness, and caring for ill, disabled, and dying people. Health promotion encourages people to take responsibility for their health. It focuses on the healthy behavior of individuals, families, and the community and the factors that impact their health. Examples of...
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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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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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Exploring and developing student midwives' experiences (ESME)-An appreciative inquiry study.

Belinda Dewar1, Virginia Stulz2, Alexa Buliak3

  • 1Wee Culture Working to Explore and Enhance Culture Through Appreciative Inquiry Part of the Community #growaswego, University of West Scotland, Adjunct Professor University of West Scotland, School of Health and Life Sciences, Lanarkshire Campus, Stephenson Place, Hamilton International Technology Park, South Lanarkshire, Scotland; University of West Scotland, School of Health and Life Sciences, Lanarkshire Campus, Stephenson Place, Hamilton International Technology Park, South Lanarkshire, Scotland.

Midwifery
|October 8, 2020
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Summary
This summary is machine-generated.

Investing in midwifery students is crucial. This study found that student midwives and midwives value feeling safe, belonging, continuity, purpose, recognition, and significance for an enriched learning experience.

Keywords:
Appreciative inquiryLearningMidwivesRelationshipsStudent midwives

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Area of Science:

  • Midwifery Education
  • Healthcare Professional Development
  • Workplace Learning

Background:

  • Growing emphasis on investing in midwifery students as the future healthcare workforce.
  • Timely inquiry into factors supporting enriched learning experiences for student midwives during clinical placements.

Purpose of the Study:

  • Collaboratively understand and enhance the student midwife clinical experience with stakeholders.
  • Co-create strategies to improve student midwives' learning environments based on their experiences.

Main Methods:

  • Appreciative inquiry approach used across four Local Health Districts in New South Wales, Australia.
  • Data collected from 124 participants: 45 midwifery students and 76 midwives.
  • Analysis involved immersion crystallisation, mapped to the 'Senses Framework'.

Main Results:

  • Refined the 'Senses Framework' for midwifery education.
  • Student midwives and midwives identified valuing safety, belonging, continuity, purpose, recognition, and significance.
  • Midwives also valued these senses, enhancing their role as learning facilitators.

Conclusions:

  • Current midwifery education practices offer much to celebrate regarding learning experiences.
  • Positive reciprocal relationships between students and midwives are key to nurturing enriched learning environments.
  • Workplace learning is relational, emphasizing daily engagement and providing guidance for enhancement.