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Related Concept Videos

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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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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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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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 Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Team-based learning in nursing education: A scoping review.

Julie Considine1,2,3, Debra Berry1,2,3, Joshua Allen1,2

  • 1School of Nursing and Midwifery, Deakin University, Geelong, Vic., Australia.

Journal of Clinical Nursing
|December 17, 2020
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Team-Based Learning (TBL) is increasingly used in nursing education, enhancing student engagement and academic performance. However, more randomized controlled trials are needed, especially in postgraduate and hospital settings.

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Area of Science:

  • Nursing Education Research
  • Pedagogical Strategies
  • Higher Education

Background:

  • Team-Based Learning (TBL) is an evidence-based, student-centered strategy.
  • TBL enhances engagement and deep learning across disciplines, including nursing.
  • The application and outcomes of TBL in nursing education require further exploration.

Purpose of the Study:

  • To conduct a scoping review on the use of Team-Based Learning in nursing education.
  • To identify and synthesize reported student outcomes associated with TBL in nursing programs.

Main Methods:

  • A comprehensive scoping review of international, peer-reviewed research was performed.
  • Searches were conducted across CINAHL, MEDLINE Complete, PsycINFO, and ERIC databases.
  • Inclusion criteria focused on original studies reporting student outcomes of TBL in nursing education.

Main Results:

  • 41 studies were included, predominantly from undergraduate settings (n=29).
  • Commonly reported outcomes included knowledge/academic performance (n=21), student experience/satisfaction (n=20), and engagement (n=12).
  • Few studies (n=3) reported clinical outcomes, and randomized controlled trials were notably absent.

Conclusions:

  • Knowledge regarding TBL in nursing education has grown significantly over the past decade.
  • Gaps exist in randomized controlled trials and research on TBL in postgraduate and hospital nursing education.
  • This review clarifies the diverse applications and variable outcomes of TBL in nursing education.