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The Professional Nurse01:22

The Professional Nurse

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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
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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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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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Professional Values01:29

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Nurses are responsible for caring for patients during birth, death, illness, and healing. Professional values guide the decisions and actions that nurses make in their careers. If nurses know the decisions and actions to take, providing patients with exceptional care is possible.
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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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Fundamentals of Nursing Process II01:25

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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Effective Teaching Qualities as Identified by Nursing Faculty.

Kelley Noll1

  • 1About the Author Kelley Noll, PhD, RN, CNE, LCCE, is an assistant clinical professor at Auburn University School of Nursing, Auburn, Alabama. The author is grateful to Emily Merritt of Merritt Consulting for assistance in the preparation of this article. For more information, contact Dr. Noll at kelleynoll@auburn.edu.

Nursing Education Perspectives
|November 2, 2020
PubMed
Summary
This summary is machine-generated.

Nursing faculty need effective teaching skills, but advanced degree students often lack training. This study identified key teaching behaviors for nursing educators, highlighting the need for evidence-based pedagogical preparation.

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Higher Education

Background:

  • Effective educators require adaptable classroom strategies and strong interpersonal skills.
  • Advanced degree nursing students often lack formal training in teaching methodologies before employment.
  • Limited research exists on teaching effectiveness specifically within nursing education.

Purpose of the Study:

  • To explore behaviors perceived as effective by nursing faculty.
  • To identify essential teaching skills for advanced degree nursing students.
  • To establish a foundation for evidence-based teaching practices in nursing programs.

Main Methods:

  • Utilized the Teacher Behavior Checklist (TBC) for the first time in nursing education.
  • Surveyed nursing faculty at a public university to gather perceptions of effective teaching behaviors.
  • Analyzed checklist data to identify key behavioral indicators of teaching effectiveness.

Main Results:

  • Identified specific behaviors that nursing faculty perceive as crucial for effective teaching.
  • The Teacher Behavior Checklist proved a viable tool for assessing teaching behaviors in this context.
  • Data revealed a gap between the need for teaching skills and current preparation for advanced degree nursing students.

Conclusions:

  • Advanced degree nursing students would benefit from structured training in evidence-based teaching behaviors.
  • Implementing pedagogical preparation programs can enhance the effectiveness of nursing faculty.
  • This research provides a basis for developing targeted interventions to improve nursing education.