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Related Concept Videos

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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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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Preparing Teaching Assistants in Nursing: A Mixed-Methods Evaluation.

Elizabeth M Heitkemper1, Kelly A Hafermann, Judy C Honig

  • 1Author Affiliations: Assistant Professor (Dr Heitkemper), School of Nursing, University of Texas at Austin; and Senior Academic Affairs Coordinator (Ms Hafermann), Vice Dean of Academics & Dean of Students (Dr Honig), and Assistant Dean for Scholarship and Research (Dr Smaldone), School of Nursing, and Professor of Nursing in Dental Behavioral Sciences (Dr Smaldone), College of Dental Medicine, New York, New York.

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Summary
This summary is machine-generated.

Preparing teaching assistants (TAs) in nursing schools is crucial. This study identified current TA practices and faculty needs to develop targeted educational materials for better TA preparation.

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Area of Science:

  • Nursing Education
  • Academic Support Roles

Background:

  • Teaching assistants (TAs) are vital in nursing education.
  • The specific educational needs of TAs are not well-understood.

Purpose of the Study:

  • To assess current practices involving TAs in a nursing school.
  • To develop tailored educational materials for TAs based on identified needs.

Main Methods:

  • A survey of faculty regarding TA utilization.
  • Focus groups with faculty and former TAs to explore the TA role.
  • Thematic content analysis of focus group data.

Main Results:

  • High survey response rate (88%).
  • Common TA duties include attending lectures and facilitating review sessions.
  • Key themes identified: communication, guidance, policy knowledge, and boundary setting.

Conclusions:

  • Findings highlight the necessity of preparing TAs for their roles.
  • Educational materials have since been developed by the university and school of nursing.