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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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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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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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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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 Evaluation01:15

Nursing Evaluation

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

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

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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.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills.

Sangrok Oh1, Timothy Servoss2, Diana Wilkins3

  • 1University at Buffalo Jacobs School of Medicine and Biomedical Sciences, Buffalo, NY.

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The Objective Structured Teaching Encounter (OSTE) effectively assesses resident educators, enhancing their teaching confidence and skills. This reliable tool helps ensure residents are well-prepared for their educational roles.

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Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Resident Training

Background:

  • Residency programs are crucial for training medical students.
  • Effective resident educators require specific training and assessment.
  • An Objective Structured Teaching Encounter (OSTE) was developed for this purpose.

Purpose of the Study:

  • To evaluate family medicine residents' perceptions of the OSTE.
  • To gather reliability evidence for the OSTE assessment instrument.

Main Methods:

  • 41 family medicine residents participated.
  • Residents received training in a five microskills clinical teaching model.
  • Standardized medical students acted as learners, with faculty as assessors.

Main Results:

  • Residents demonstrated proficiency in the five microskills.
  • Resident feedback on the OSTE was positive, increasing teaching confidence.
  • The OSTE instrument showed good internal consistency and interrater reliability.

Conclusions:

  • The OSTE is a reliable and easily implementable method for assessing resident educators.
  • The OSTE enhances resident confidence and ability to provide feedback.