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Related Concept Videos

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 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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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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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.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Adapting Teaching to the Clinical Setting.

Jeffrey I Hunt1, Elizabeth H Brannan1, Vicenta B Hudziak2

  • 1Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Bradley Hospital, 1011 Veterans Memorial Parkway, East Providence, RI 02915, USA.

The Psychiatric Clinics of North America
|May 29, 2021
PubMed
Summary
This summary is machine-generated.

Effective clinical teaching uses the cognitive apprenticeship model, incorporating tools like scaffolding and modeling. This approach enhances experiential learning and requires dedicated time and resources for optimal outcomes.

Keywords:
ApprenticeshipClinicalExperiential learningSupervision

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Area of Science:

  • Medical Education
  • Clinical Pedagogy
  • Experiential Learning Theory

Background:

  • Adapting teaching strategies to clinical environments is crucial for effective trainee development.
  • The cognitive apprenticeship model offers a framework for successful clinical education.
  • Supervisors require guidance to optimize teaching in practical healthcare settings.

Purpose of the Study:

  • To describe the cognitive apprenticeship model and its application in clinical teaching.
  • To outline six key tools of experiential learning within this model.
  • To emphasize the importance of supervisor self-acceptance and trainee validation.

Main Methods:

  • Describing the cognitive apprenticeship model as a framework for clinical teaching.
  • Detailing six experiential learning tools: scaffolding, modeling, coaching/supervision, articulation, reflection, and exploration.
  • Discussing the role of trainee validation and supervisor self-acceptance.

Main Results:

  • The cognitive apprenticeship model, utilizing specific experiential learning tools, facilitates effective clinical teaching.
  • Supervisors can leverage these tools to guide and mentor trainees.
  • Successful implementation necessitates investment in time and resources.

Conclusions:

  • The cognitive apprenticeship model provides a robust framework for clinical teaching and learning.
  • The described tools offer practical guidance for supervisors.
  • Optimal clinical education requires a supportive environment, dedicated time, and resources.